A Systematic Literature Review of Flipped Learning in English as Second Language (ESL) Context

Autor/inn/en	Kernagaran, Vanhitha; Abdullah, Amelia
Titel	A Systematic Literature Review of Flipped Learning in English as Second Language (ESL) Context
Quelle	In: International Journal of Instruction, 15 (2022) 2, S.793-814 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Flipped Classroom; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Meta Analysis; Transfer of Training; Student Centered Learning; Language Teachers; Guidance; Language Skills; Learner Engagement; Academic Achievement + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Meta-analysis; Metaanalyse; Training; Transfer; Ausbildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Language teacher; Sprachunterricht; Beratung; Language skill; Sprachkompetenz; Schulleistung
Abstract	The goal of this research is to conduct a comprehensive assessment and analysis of the possibilities and understanding of how Flipped Learning (FL) instruction influences the ability to transfer information and skill-based learning. The instructional practices in the ESL context have been striving to shift from being teacher-centered to student-centered. The emerging technologies have paved the way for ESL educators to consider flipped learning to attain their learning objectives. Therefore, this study aims to review the existing literature about FL approach in the ESL context and provides instruction guidance for ESL educators. This paper synthesises quantitative and qualitative research works done globally related to flipped learning in the ESL context. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is used for selection, screening, and reporting purposes. For this study, selected articles published within seven years and three months of time frame (2014-2021) were analysed, and 29 articles were included for a thorough analytic evaluation. It is found that there is an increased prevalence of flipped learning in the ESL context after the year 2014. The analysis revealed that 75% of the research on Flipped Learning in the ESL context focused on students' language skills, engagement, and achievement. Researchers noticed a lack of empirical data as only 25% of the 43 studies provided data on the effects of the FL, which indicates that there is still a shortage of thorough research on FL in the field of ESL. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01