LITERATURE REVIEW ON FLIPPED CLASSROOM METHODS IN ENGLISH LANGUAGE TEACHING
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Jan 15, 2025
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Abstract
This literature review explores the implementation of flipped classroom methods in English language teaching (ELT), aiming to evaluate their effectiveness and challenges in enhancing language skills and learner engagement. By systematically reviewing peer-reviewed articles, conference papers, and case studies from the last decade, the research identifies common themes, benefits, and obstacles of flipped classrooms. Findings show that flipped classrooms significantly boost student engagement, motivation, and autonomous learning through interactive, student-centered environments. Teachers benefit from increased flexibility in content delivery and addressing individual student needs. However, challenges include the substantial initial time investment for preparation and the necessity of robust technological infrastructure. Additionally, some students struggle with adapting to self-directed learning. Despite these challenges, the flipped classroom method offers a promising alternative to traditional ELT approaches, with notable improvements in learner engagement and language proficiency, provided there is careful planning, adequate resources, and continuous support for both teachers and students.
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R. Astafi, “LITERATURE REVIEW ON FLIPPED CLASSROOM METHODS IN ENGLISH LANGUAGE TEACHING”, JURNAL EDUCATION AND DEVELOPMENT, vol. 13, no. 1, pp. 781-786, Jan. 2025.
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References
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Giannakos, M. N., Krogstie, J., & Sampson, D. (2018). Putting Flipped Classroom into Practice: A Comprehensive Review of Empirical Research. Digital Technologies: Sustainable Innovations for Improving Teaching and Learning, 27–44. https://doi.org/10.1007/978-3-319-73417-0_2
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/J.JNEB.2014.08.008
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318. https://doi.org/10.1016/J.JCLEPRO.2021.129318
Hsieh, J. C., Wu, W., Learning, M. M.-L., & 2017, undefined. (2016). Using the flipped classroom to enhance EFL learning. Taylor & Francis, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning.
Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Pembelajaran terbalik yang lancar : kelas terbalik yang disempurnakan dengan teknologi seluler dengan strategi pembelajaran yang efektif. Jurnal Komputer Dalam Pendidikan, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
Ivanytska, N., Dovhan, L., Tymoshchuk, N., Osaulchyk, O., & Havryliuk, N. (2022). Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study. SSRN Electronic Journal. https://doi.org/10.2139/SSRN.3998682
Izadpanah, S. (2022). The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy. Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.981844/FULL
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sciences Education, 14(1), 1–12. https://doi.org/10.1187/CBE.14-08-0129
Kim, J. E., Park, H., Jang, M., & Nam, H. (2017). Exploring Flipped Classroom Effects on Second Language Learners’ Cognitive Processing. Foreign Language Annals, 50(2), 260–284. https://doi.org/10.1111/FLAN.12260
Altemueller, L., & Lindquist, C. (2017). Pembelajaran kelas terbalik untuk pembelajaran inklusif. Jurnal Pendidikan Khusus Inggris. https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12177
Giannakos, M. N., Krogstie, J., & Sampson, D. (2018). Putting Flipped Classroom into Practice: A Comprehensive Review of Empirical Research. Digital Technologies: Sustainable Innovations for Improving Teaching and Learning, 27–44. https://doi.org/10.1007/978-3-319-73417-0_2
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/J.JNEB.2014.08.008
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318. https://doi.org/10.1016/J.JCLEPRO.2021.129318
Hsieh, J. C., Wu, W., Learning, M. M.-L., & 2017, undefined. (2016). Using the flipped classroom to enhance EFL learning. Taylor & Francis, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Pembelajaran terbalik yang lancar : kelas terbalik yang disempurnakan dengan teknologi seluler dengan strategi pembelajaran yang efektif. Jurnal Komputer Dalam Pendidikan, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
Ivanytska, N., Dovhan, L., Tymoshchuk, N., Osaulchyk, O., & Havryliuk, N. (2022). Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study. SSRN Electronic Journal. https://doi.org/10.2139/SSRN.3998682
Izadpanah, S. (2022). The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy. Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.981844/FULL
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sciences Education, 14(1), 1–12. https://doi.org/10.1187/CBE.14-08-0129
Kim, J. E., Park, H., Jang, M., & Nam, H. (2017). Exploring Flipped Classroom Effects on Second Language Learners’ Cognitive Processing. Foreign Language Annals, 50(2), 260–284. https://doi.org/10.1111/FLAN.12260
language, H. P.-R. for materials development in, & 2010, undefined. (n.d.). Process drama in the Korean EFL secondary classroom: A case study of Korean middle school classrooms. Books.Google.Com. Retrieved July 30, 2024, from https://books.google.com/books?hl=id&lr=&id=cCgSBwAAQBAJ&oi=fnd&pg=PA155&dq=In+a+case+study+involving+a+high+school+EFL+course+in+South+Korea,+students+participated+in+role-plays+and+group+discussions+during+classes&ots=dhaP0fyLpr&sig=P5t7QYa9KnXF6Wl3AWA6tgVZsqo
Öztürk, S. (2018). The impact of flipped classroom model on the academic achievement of student teachers of English. https://search.proquest.com/openview/81e271974f819005cd07bbea9907212d/1?pq-origsite=gscholar&cbl=18750&diss=y
Steen-Utheim, A., Tinggi, N. F.-M. di P., & 2018, undefined. (2018). Sebuah investigasi kualitatif tentang keterlibatan siswa dalam kelas terbalik. Taylor & Francis, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481
Sun, F. R., Hu, H. Z., Wan, R. G., Fu, X., & Wu, S. J. (2022). A learning analytics approach to investigating pre-service teachers’ change of concept of engagement in the flipped classroom. Interactive Learning Environments, 30(2), 376–392. https://doi.org/10.1080/10494820.2019.1660996
Wang, Y. (2023). Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study. Frontiers in Psychology, 14. https://doi.org/10.3389/FPSYG.2023.1255389/FULL
Wen, A. S., Zaid, N. M., & Harun, J. (2016). A Meta-Analysis on Students’ Social Collaborative Knowledge Construction using Flipped Classroom Model. 2015 IEEE Conference on E-Learning, e-Management and e-Services, IC3e 2015, 58–63. https://doi.org/10.1109/IC3E.2015.7403487
Zainuddin, Z., Chu, S. K. W., & Perera, C. J. (2024). Gamification in A Flipped Classroom. Gamification in A Flipped Classroom. https://doi.org/10.1007/978-981-97-2219-8
Giannakos, M. N., Krogstie, J., & Sampson, D. (2018). Putting Flipped Classroom into Practice: A Comprehensive Review of Empirical Research. Digital Technologies: Sustainable Innovations for Improving Teaching and Learning, 27–44. https://doi.org/10.1007/978-3-319-73417-0_2
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/J.JNEB.2014.08.008
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318. https://doi.org/10.1016/J.JCLEPRO.2021.129318
Hsieh, J. C., Wu, W., Learning, M. M.-L., & 2017, undefined. (2016). Using the flipped classroom to enhance EFL learning. Taylor & Francis, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning.
Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Pembelajaran terbalik yang lancar : kelas terbalik yang disempurnakan dengan teknologi seluler dengan strategi pembelajaran yang efektif. Jurnal Komputer Dalam Pendidikan, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
Ivanytska, N., Dovhan, L., Tymoshchuk, N., Osaulchyk, O., & Havryliuk, N. (2022). Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study. SSRN Electronic Journal. https://doi.org/10.2139/SSRN.3998682
Izadpanah, S. (2022). The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy. Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.981844/FULL
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sciences Education, 14(1), 1–12. https://doi.org/10.1187/CBE.14-08-0129
Kim, J. E., Park, H., Jang, M., & Nam, H. (2017). Exploring Flipped Classroom Effects on Second Language Learners’ Cognitive Processing. Foreign Language Annals, 50(2), 260–284. https://doi.org/10.1111/FLAN.12260
Altemueller, L., & Lindquist, C. (2017). Pembelajaran kelas terbalik untuk pembelajaran inklusif. Jurnal Pendidikan Khusus Inggris. https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12177
Giannakos, M. N., Krogstie, J., & Sampson, D. (2018). Putting Flipped Classroom into Practice: A Comprehensive Review of Empirical Research. Digital Technologies: Sustainable Innovations for Improving Teaching and Learning, 27–44. https://doi.org/10.1007/978-3-319-73417-0_2
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/J.JNEB.2014.08.008
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325, 129318. https://doi.org/10.1016/J.JCLEPRO.2021.129318
Hsieh, J. C., Wu, W., Learning, M. M.-L., & 2017, undefined. (2016). Using the flipped classroom to enhance EFL learning. Taylor & Francis, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/10.1080/09588221.2014.967701
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Pembelajaran terbalik yang lancar : kelas terbalik yang disempurnakan dengan teknologi seluler dengan strategi pembelajaran yang efektif. Jurnal Komputer Dalam Pendidikan, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
Ivanytska, N., Dovhan, L., Tymoshchuk, N., Osaulchyk, O., & Havryliuk, N. (2022). Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study. SSRN Electronic Journal. https://doi.org/10.2139/SSRN.3998682
Izadpanah, S. (2022). The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy. Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.981844/FULL
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sciences Education, 14(1), 1–12. https://doi.org/10.1187/CBE.14-08-0129
Kim, J. E., Park, H., Jang, M., & Nam, H. (2017). Exploring Flipped Classroom Effects on Second Language Learners’ Cognitive Processing. Foreign Language Annals, 50(2), 260–284. https://doi.org/10.1111/FLAN.12260
language, H. P.-R. for materials development in, & 2010, undefined. (n.d.). Process drama in the Korean EFL secondary classroom: A case study of Korean middle school classrooms. Books.Google.Com. Retrieved July 30, 2024, from https://books.google.com/books?hl=id&lr=&id=cCgSBwAAQBAJ&oi=fnd&pg=PA155&dq=In+a+case+study+involving+a+high+school+EFL+course+in+South+Korea,+students+participated+in+role-plays+and+group+discussions+during+classes&ots=dhaP0fyLpr&sig=P5t7QYa9KnXF6Wl3AWA6tgVZsqo
Öztürk, S. (2018). The impact of flipped classroom model on the academic achievement of student teachers of English. https://search.proquest.com/openview/81e271974f819005cd07bbea9907212d/1?pq-origsite=gscholar&cbl=18750&diss=y
Steen-Utheim, A., Tinggi, N. F.-M. di P., & 2018, undefined. (2018). Sebuah investigasi kualitatif tentang keterlibatan siswa dalam kelas terbalik. Taylor & Francis, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481
Sun, F. R., Hu, H. Z., Wan, R. G., Fu, X., & Wu, S. J. (2022). A learning analytics approach to investigating pre-service teachers’ change of concept of engagement in the flipped classroom. Interactive Learning Environments, 30(2), 376–392. https://doi.org/10.1080/10494820.2019.1660996
Wang, Y. (2023). Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study. Frontiers in Psychology, 14. https://doi.org/10.3389/FPSYG.2023.1255389/FULL
Wen, A. S., Zaid, N. M., & Harun, J. (2016). A Meta-Analysis on Students’ Social Collaborative Knowledge Construction using Flipped Classroom Model. 2015 IEEE Conference on E-Learning, e-Management and e-Services, IC3e 2015, 58–63. https://doi.org/10.1109/IC3E.2015.7403487
Zainuddin, Z., Chu, S. K. W., & Perera, C. J. (2024). Gamification in A Flipped Classroom. Gamification in A Flipped Classroom. https://doi.org/10.1007/978-981-97-2219-8