Flipping EFL Classes in Higher Education: A systematic Review

Authors

  • Esra Bener Doğuş University

Keywords:

flipped learning, flipped class, higher education, instructional design, English as a Foreign Language (EFL)

Abstract

Flipped learning as an innovative method has recently been widely used in EFL classes. Although there is an abundance of individual studies, there remains a need for systematic reviews to better understand this approach. This systematic review aimed to examine the advantages and challenges of flipped learning in tertiary level EFL classes via reviewing and analysing 27 articles indexed in EBSCOhost, ERIC, and WOS databases carried out between 2020 – 2022, which is the period after the breakout of the coronavirus pandemic. Identification, screening, eligibility, and inclusion steps are followed during the article selection process and the selected articles are analysed via content analysis. The findings of the study showed that the main advantages of flipped learning are improving language skills, fostering learning outcomes, self-regulated learning, engagement, flexibility, motivation, interaction, outside class learning, technology-based learning and increasing practice time. The main challenges are additional workload, need for instructor’s lecture and insufficient quality of lecture videos. Type of technology used for flipping and themes of the studies were also identified. 

Keywords: flipped learning, flipped class, higher education, instructional design, English as a Foreign Language (EFL)

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Published

2022-02-17

Issue

Section

Review Articles