Flipped classroom pedagogy in higher education in EFL contexts: Findings and implications for further research
Abstract
The primary aim of this article is to examine the existing findings of flipped classroom (FC) pedagogy in higher education institutions (HEIs) for teaching English as a foreign language (EFL) context. Relevant studies have been scrutinised based on keywords, such as higher education, online learning, blended or hybrid teaching, flipped classrooms, and English language instruction in EFL environment. A total of 54 out of the selected 162 articles were analysed using the critical review process as the research methodology, and data were analysed using the content analysis technique. The findings revealed that flipped classroom (FC) had been applied in different parts of the world over many years. But, most of the studies are in science and engineering. Flipped classroom (FC) in the English as foreign language context has remained untapped. Most of the studies conclude that flipped classroom (FC) has more benefits compared to its drawbacks. This review makes several recommendations for further study.
References
Adhami N and Taghizadeh M (2022) Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: Effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning. DOI: 10.1080/09588221.2022.2046107
Alsowat H (2016) An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice 7(9): 108–121.
Basal A (2015) The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education 16(4): 28–37. DOI: 10.17718/tojde.72185
Bergmann J and Sams A (2012) Flip your classroom: Reach every student in every class every day. Arlington: ISTE.
Berrett D (2012) How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education 12(19): 1–3.
Braun V and Clarke V (2006) Using thematic analysis in psychology. Qualitative Research in Psychology 3(2): 77–101. DOI: 10.1191/1478088706qp063oa
Burford MR and Chan K (2017) Refining a strategic marketing course: Is a ‘flip’a good ‘fit’?. Journal of Strategic Marketing 25(2): 152–163. DOI: 10.1080/0965254X.2016.1182578
Cai J, Yang HH, Gong D, et al. (2019) Understanding the continued use of flipped classroom instruction: A personal beliefs model in Chinese higher education. Journal of Computing in Higher Education 31(1): 137–155. DOI: 10.1007/s12528-018-9196-y
Cotta KI, Shah S, Almgren MM, et al. (2016) Effectiveness of flipped classroom instructional model in teaching pharmaceutical calculations. Currents in Pharmacy Teaching and Learning 8(5): 646–653. DOI: 10.1016/j.cptl.2016.06.011
Darwazeh AN (2017) A new revision of the [revised] bloom’s taxonomy. Distance Learning 14(3): 13–28.
Demir M, Zengin Y, Özcan Ş, et al. (2023) Students’ mathematical reasoning on the area of the circle: 5E-based flipped classroom approach. International Journal of Mathematical Education in Science and Technology 54(1): 99–123. DOI: 10.1080/0020739X.2022.2101955
Djamàa S (2020) Lecture in the living room, homework in the classroom: The Effects of flipped instruction on graduate EFL students’ exam performance. Computers in the Schools 37(3): 141–167. DOI: 10.1080/07380569.2020.1795513
Docherty PD, Zaka PA, and Fox-Turnbull W (2022) A quantitative analysis of the short-term and mid-term benefit of a flipped classroom for foundational engineering dynamics. Research Papers in Education 37(6): 860–874. DOI: 10.1080/02671522.2020.1864773
Dutta K (2022) Pandemic-proof teaching: Blended learning infrastructure to support a pivot to hybrid/online pedagogy. In: Singh UG, Nai CS, Blewett C, and Shea T (eds.) Academic Voices: A Conversation on 21st Century Higher Education. Oxfordshire: Chandos Publishing, pp.129–145. DOI: 10.1016/B978-0-323-91185-6.00001-X
Elfeky AIM, Masadeh TSY, and Elbyaly MYH (2020) Advance organizers in flipped classroom via e-learning management system and the promotion of integrated science process skills. Thinking Skills and Creativity 35: 100622. https://doi.org/10.1016/j.tsc.2019.100622
Evseeva A and Solozhenko A (2015) Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences 206: 205–209. DOI: 10.1016/j.sbspro.2015.10.006
Fathi J and Rahimi M (2022) Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: A case of EFL students. Computer Assisted Language Learning 35(7): 1668–1706. DOI: 10.1080/09588221.2020.1825097
Feudel F and Fehlinger L (2021) Using a lecture-oriented flipped classroom in a proof-oriented advanced mathematics course. International Journal of Mathematical Education in Science and Technology 54(1): 46–73. DOI: 10.1080/0020739X.2021.1949057
Fisher RL, Ferriere R, and Rixon A (2020) Flipped learning: An effective pedagogy with an Achilles’ heel. Innovations in Education and Teaching International 57(5): 543–554. DOI: 10.1080/14703297.2019.1635904
Gok D, Bozoglan H, and Bozoglan B (2021) Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning 36(4): 840–860. DOI: 10.1080/09588221.2021.1950191
Gough D, Oliver S, and Thomas J (2017) An Introduction to Systematic Reviews. Thousand Oaks: Sage Publications.
Hadwin AF, Davis SK, Bakhtiar A, and Winne PH (2019) Academic challenges as opportunities to learn to self-regulate learning. In: Askell-Williams H and Orrell J (eds.) Problem Solving for Teaching and Learning. London: Routledge, pp.34–47.
He J (2020) Research and practice of flipped classroom teaching mode based on guidance case. Education and Information Technologies 25(4): 2337–2352. DOI: 10.1007/s10639-020-10137-z
Hermansen Å and Saltkjel T (2022) Doing it step by step: A flipped classroom approach to teaching statistical analysis in social work. Social Work Education. DOI: 10.1080/02615479.2022.2123912
Hung HT (2017) Design-based research: Redesign of an English language course using a flipped classroom approach. Tesol Quarterly 51(1): 180–192. DOI: 10.1080/15391523.2021.1962453
Hwang GJ and Chen PY (2019) Effects of a collective problem-solving promotion-based flipped classroom on students’ learning performances and interactive patterns. Interactive Learning Environments. DOI: 10.1080/02615479.2022.2123912
Islam MM, Hoque S, and Hoque KE (2021) Inequalities in private tutoring of English: A phenomenological qualitative study based on Bangladeshi higher secondary students. Qualitative Report 26(3): 734–750. DOI: 10.46743/2160-3715/2021.4429
Islam M, Mazlan NH, Al Murshidi G, et al. (2023) UAE university students’ experiences of virtual classroom learning during Covid 19. Smart Learning Environments 10(1): 1–16. DOI: 0.1186/s40561-023-00232-2
Ito A, Isohama Y, and Watanabe K (2022) Comparison of flipped and traditional lecture-based classrooms for Kampo (traditional Japanese medicine) education in a medical school. International Journal of Educational Research Open 3: 100–156. DOI: 10.1016/j.ijedro.2022.100156
Jdaitawi M (2020) Does flipped learning promote positive emotions in science education? A comparison between traditional and flipped classroom approaches. Electronic Journal of e-Learning 18(6): 516–524. DOI: 10.34190/JEL.18.6.004
Jovanović J, Gašević D, Dawson S, et al. (2017) Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education 33(4): 74–85. DOI: 10.1016/j.iheduc.2017.02.001
Jiang L, Zang N, Zhou N, and Cao H (2021) English teachers’ intention to use flipped teaching: Interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support. Computer Assisted Language Learning 35(8): 1890–1919. DOI: 10.1080/09588221.2020.1846566
Korkmaz S and Mirici İH (2021) Converting a conventional flipped class into a synchronous online flipped class during COVID-19: University students’ self-regulation skills and anxiety. Interactive Learning Environments. DOI: 10.1080/10494820.2021.2018615
Kuo YC, Lin YH, Wang TH, et al. (2022) Student learning effect using flipped classroom with WPSA learning mode—An example of programming design course. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2022.2086150
Lai HM (2021) Understanding what determines university students’ behavioral engagement in a group-based flipped learning context. Computers & Education 173: 104–290. DOI: 10.1016/j.compedu.2021.104290
Lee G and Wallace A (2018) Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly 52(1): 62–84. DOI: 10.1002/tesq.372
Lee Y and Martin KI (2020) The flipped classroom in ESL teacher education: An example from CALL. Education and Information Technologies 25(4): 2605–2633. DOI: 10.1007/s10639-019-10082-6
Lin CJ and Hwang GJ (2018) A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Journal of Educational Technology & Society 21(2): 205–219.
Lindeiner-Stráský KV, Stickler U, and Winchester S (2022) Flipping the flipped. The concept of flipped learning in an online teaching environment. Open Learning: The Journal of Open, Distance and e-Learning 37(3): 288–304. DOI: 10.1080/02680513.2020.1769584
Liu C, Sands-Meyer S, and Audran J (2019) The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class. Interactive Learning Environments 27(8): 1178–1191. DOI: 10.1080/10494820.2018.1528283
Lombardini C, Lakkala M, and Muukkonen H (2018) The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs. International Review of Economics Education 29: 14–28. DOI: 10.1016/j.iree.2018.01.003
Long T, Cummins J, and Waugh M (2017) Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education 29(2): 179–200. DOI: 10.1007/s12528-016-9119-8
Marie SMJA (2021) Improved pedagogical practices strengthens the performance of student teachers by a blended learning approach. Social Sciences & Humanities Open 4(1): 100–199. DOI: 10.1016/j.ssaho.2021.100199
Marzano RJ (2017). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Association for Supervision & Curriculum Development.
Mayer JH, Quick R, Sayar S, and Siebert J (2022) Switching to flipped classrooms—One and the same training challenged by practitioners and students. Accounting Education. DOI: 10.1080/09639284.2022.2060047
Murillo-Zamorano LR, Sánchez JÁL, and Godoy-Caballero AL (2019) How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students’ satisfaction. Computers & Education 141: 103–608. DOI: 10.1016/j.compedu.2019.103608
Nash R (2013) The Active Classroom: Practical Strategies for Involving Students in the Learning Process. Thousand Oaks: Corwin Press.
Nicolaides A (2012) Innovative teaching and learning methodologies for higher education Institutions. Educational Research 3(8): 620–626.
Nja CO, Orim RE, Neji HA, et al. (2022) Students’ attitude and academic achievement in a flipped classroom. Heliyon 8(1): e08792. DOI: 10.1016/j.heliyon.2022.e08792
Rawas H, Bano N, and Alaidarous S (2020) Comparing the effects of individual versus group face-to-face class activities in flipped classroom on Student’s test performances. Health Professions Education 6(2): 153–161. DOI:10.1016/j.hpe.2019.06.002
Rodríguez G, Díez J, Pérez N, et al. (2019) Flipped classroom: Fostering creative skills in undergraduate students of health sciences. Thinking Skills and Creativity 33: 100575. DOI: 10.1016/j.tsc.2019.100575
Sezer TA and Esenay FI (2022) Impact of flipped classroom approach on undergraduate nursing student’s critical thinking skills. Journal of Professional Nursing 42: 201–208. DOI: 10.1016/j.profnurs.2022.07.002
Singay S (2020) Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar. Indonesian Journal of Applied Linguistics 9(3): 666–674.
Steen-Utheim AT and Foldnes N (2018) A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education 23(3): 307–324. DOI:10.1080/13562517.2017.1379481
Stöhr C, Demazière C, and Adawi T (2020) The polarizing effect of the online flipped classroom. Computers & Education 147: 103789. DOI: 10.1016/j.compedu.2019.103789
Su Ping RL, Verezub E, Adi Badiozaman IFB, and Chen WS (2020) Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International 57(3): 305–316. DOI: 10.1080/14703297.2019.1574597
Talbert R (2017) Flipped Learning: A Guide for Higher Education Faculty. Sterling: Stylus Publishing.
Tomas L, Evans NS, Doyle T, and Skamp K (2019) Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education 16: 5. DOI: 10.1186/s41239-019-0135-4
Van Tran H, Thanh Le H, Chi Phan T, et al. (2022) Flipped classroom in online teaching: A high school experience. Interactive Learning Environments. DOI: 10.1080/10494820.2022.2120020
Wang J, An N, and Wright C (2018) Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom. Computer Assisted Language Learning 31(5–6): 490–521. DOI: 10.1080/10494820.2018.1528283
Zou D, Luo S, Xie H, and Hwang GJ (2020) A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning 35(8): 1811–1837. DOI: 10.1080/09588221.2020.1839502
Copyright (c) 2023 author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The author(s) warrant that permission to publish the article has not been previously assigned elsewhere.
Author(s) shall retain the copyright of their work and grant the Journal/Publisher right for the first publication with the work simultaneously licensed under:
OA - Creative Commons Attribution License (CC BY 4.0). This license allows for the copying, distribution and transmission of the work, provided the correct attribution of the original creator is stated. Adaptation and remixing are also permitted.
This broad license intends to facilitate free access to, as well as the unrestricted reuse of, original works of all types.
_%E5%89%AF%E6%9C%AC1.png){kind=logo}
