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AI-Enhanced Flipped CLIL Models for ESP Education: A Systematic Review in Tourism and Hospitality Contexts

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Title: AI-Enhanced Flipped CLIL Models for ESP Education: A Systematic Review in Tourism and Hospitality Contexts
Language: English
Authors: Weerapa Pongpanich, Thada Jantakoon, Rukthin Laoha
Source: Higher Education Studies. 2026 16(1):234-260.
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: 27
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Artificial Intelligence, Flipped Classroom, Teaching Methods, Tourism, Hospitality Occupations, Content and Language Integrated Learning, English for Special Purposes, English (Second Language), Second Language Instruction, Technology Uses in Education, Technology Integration, Foreign Countries
ISSN: 1925-4741
1925-475X
Abstract: This study presents a systematic review of empirical research examining the integration of Artificial Intelligence (AI), flipped classroom strategies, and Content and Language Integrated Learning (CLIL) in English for Specific Purposes (ESP) instruction, with a particular focus on tourism and hospitality contexts. Guided by the PRISMA 2020 guidelines and the PSALSAR framework, peer-reviewed journal articles published between 2016 and 2024 were systematically identified, screened, and synthesized from major academic databases. A total of 18 empirical studies met the inclusion criteria and were included in the final analysis. The findings indicate that ESP instruction grounded in needs-based pedagogy is most effectively supported when AI, flipped learning, and CLIL operate as complementary pedagogical components. AI primarily functions as a pedagogical enabler by supporting personalization, formative feedback, and learner autonomy, while flipped classroom strategies restructure learning activities toward interactive and task-based engagement. CLIL further facilitates the integration of language development with domain-specific knowledge essential for professional communication. Notably, the synthesis suggests that these approaches collectively form an instructional ecology, in which instructional relevance, learning activities, and technological support are interdependently aligned. Despite promising outcomes, the review reveals a limited number of studies that holistically integrate all four dimensions. This study, therefore, provides a consolidated pedagogical perspective and identifies directions for future research on AI-enhanced flipped CLIL models in ESP education. This review contributes by conceptualizing AI-enhanced flipped CLIL in ESP education as an instructional ecology, in which Artificial Intelligence, flipped classroom pedagogy, and CLIL function as interdependent pedagogical mechanisms rather than isolated techniques.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505485
Database: ERIC
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  Data: AI-Enhanced Flipped CLIL Models for ESP Education: A Systematic Review in Tourism and Hospitality Contexts
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  Data: <searchLink fieldCode="AR" term="%22Weerapa+Pongpanich%22">Weerapa Pongpanich</searchLink><br /><searchLink fieldCode="AR" term="%22Thada+Jantakoon%22">Thada Jantakoon</searchLink><br /><searchLink fieldCode="AR" term="%22Rukthin+Laoha%22">Rukthin Laoha</searchLink>
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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: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Flipped+Classroom%22">Flipped Classroom</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Tourism%22">Tourism</searchLink><br /><searchLink fieldCode="DE" term="%22Hospitality+Occupations%22">Hospitality Occupations</searchLink><br /><searchLink fieldCode="DE" term="%22Content+and+Language+Integrated+Learning%22">Content and Language Integrated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Special+Purposes%22">English for Special Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: This study presents a systematic review of empirical research examining the integration of Artificial Intelligence (AI), flipped classroom strategies, and Content and Language Integrated Learning (CLIL) in English for Specific Purposes (ESP) instruction, with a particular focus on tourism and hospitality contexts. Guided by the PRISMA 2020 guidelines and the PSALSAR framework, peer-reviewed journal articles published between 2016 and 2024 were systematically identified, screened, and synthesized from major academic databases. A total of 18 empirical studies met the inclusion criteria and were included in the final analysis. The findings indicate that ESP instruction grounded in needs-based pedagogy is most effectively supported when AI, flipped learning, and CLIL operate as complementary pedagogical components. AI primarily functions as a pedagogical enabler by supporting personalization, formative feedback, and learner autonomy, while flipped classroom strategies restructure learning activities toward interactive and task-based engagement. CLIL further facilitates the integration of language development with domain-specific knowledge essential for professional communication. Notably, the synthesis suggests that these approaches collectively form an instructional ecology, in which instructional relevance, learning activities, and technological support are interdependently aligned. Despite promising outcomes, the review reveals a limited number of studies that holistically integrate all four dimensions. This study, therefore, provides a consolidated pedagogical perspective and identifies directions for future research on AI-enhanced flipped CLIL models in ESP education. This review contributes by conceptualizing AI-enhanced flipped CLIL in ESP education as an instructional ecology, in which Artificial Intelligence, flipped classroom pedagogy, and CLIL function as interdependent pedagogical mechanisms rather than isolated techniques.
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        StartPage: 234
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Flipped Classroom
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Tourism
        Type: general
      – SubjectFull: Hospitality Occupations
        Type: general
      – SubjectFull: Content and Language Integrated Learning
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      – SubjectFull: English for Special Purposes
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Technology Integration
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      – SubjectFull: Foreign Countries
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