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Exploring Flipped Classrooms in EFL Teaching: A Comprehensive Systematic Review

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Title: Exploring Flipped Classrooms in EFL Teaching: A Comprehensive Systematic Review
Language: English
Authors: Weerapa Pongpanich, Wichittra Chomthong, Anchana Choeykhunthot, Kanyakorn Tammati, Piyawan Rangkharat, Thada Jantakoon
Source: Higher Education Studies. 2025 15(2):23-36.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Flipped Classroom, English (Second Language), Second Language Learning, Second Language Instruction, Cultural Influences, Barriers, Instructional Innovation, Active Learning, Learner Engagement, Language Proficiency, Research Reports, Class Activities, Databases, Anxiety, Instructional Effectiveness, Faculty Development, Equal Education, Educational Resources, Educational Change, 21st Century Skills, Educational Strategies, Foreign Countries, Trend Analysis
ISSN: 1925-4741
1925-475X
Abstract: The flipped classroom model has gained significant attention as an innovative pedagogical approach to teaching English as a Foreign Language (EFL). This method promotes active learning, student engagement, and improved language proficiency by shifting content delivery to pre-class activities and dedicating class time to interactive and collaborative tasks. This systematic review synthesizes findings from seven peer-reviewed studies published between 2016 and 2024, selected through a PRISMA-guided search of ERIC, ScienceDirect, and Google Scholar databases. The analysis highlights the flipped classroom's effectiveness in enhancing EFL learners' speaking, listening, and reading skills, fostering autonomy, and reducing language learning anxiety. Despite its benefits, challenges remain, including technological disparities, variations in student readiness, and insufficient teacher training. The review underscores the need for tailored professional development, equitable access to digital resources, and adaptive strategies to address these obstacles. Additionally, cultural and contextual factors significantly influence the model's success, necessitating further exploration to optimize implementation in diverse educational settings. This systematic review contributes to the growing body of research on flipped classrooms, providing insights for educators and policymakers to enhance the efficacy of this approach. By addressing identified challenges and leveraging their advantages, the flipped classroom model offers a promising avenue for transforming EFL education and meeting the demands of 21st-century learners in a globalized world.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465523
Database: ERIC
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  Data: Exploring Flipped Classrooms in EFL Teaching: A Comprehensive Systematic Review
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
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  Data: The flipped classroom model has gained significant attention as an innovative pedagogical approach to teaching English as a Foreign Language (EFL). This method promotes active learning, student engagement, and improved language proficiency by shifting content delivery to pre-class activities and dedicating class time to interactive and collaborative tasks. This systematic review synthesizes findings from seven peer-reviewed studies published between 2016 and 2024, selected through a PRISMA-guided search of ERIC, ScienceDirect, and Google Scholar databases. The analysis highlights the flipped classroom's effectiveness in enhancing EFL learners' speaking, listening, and reading skills, fostering autonomy, and reducing language learning anxiety. Despite its benefits, challenges remain, including technological disparities, variations in student readiness, and insufficient teacher training. The review underscores the need for tailored professional development, equitable access to digital resources, and adaptive strategies to address these obstacles. Additionally, cultural and contextual factors significantly influence the model's success, necessitating further exploration to optimize implementation in diverse educational settings. This systematic review contributes to the growing body of research on flipped classrooms, providing insights for educators and policymakers to enhance the efficacy of this approach. By addressing identified challenges and leveraging their advantages, the flipped classroom model offers a promising avenue for transforming EFL education and meeting the demands of 21st-century learners in a globalized world.
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      – Text: English
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        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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