A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings

Di ZOU, Shuqiong LUO, Haoran XIE, Gwo-Jen HWANG

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

This paper presents a systematic review of the literature on flipped language classrooms from the perspectives of theoretical foundations, learning activities, tools, research topics and findings based on an analysis of 34 published articles. The results indicate that various research methods (e.g., tests, surveys, and interviews) were applied in the selected studies and different types of e-tools (e.g., video-watching tools, online learning platforms, online discussion tools, and video-making tools) were used in the flipped language classrooms. The findings also reveal that the flipped language classroom not only improved students’ academic performance and cultivated their learning motivation but also developed their self-regulation, confidence, and higher-order thinking skills. Other research topics in the reviewed articles included the effects of external and learner factors on the flipped learning approach, students’ readiness and technology acceptance, the flipped learning process, students' interactions, and teacher perceptions. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalComputer Assisted Language Learning
Early online date13 Nov 2020
DOIs
Publication statusE-pub ahead of print - 13 Nov 2020

Citation

Zou, D., Luo, S., Xie, H., & Hwang, G.-J. (2020). A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning. Advance online publication. doi: 10.1080/09588221.2020.1839502

Keywords

  • Flipped classroom
  • Language learning
  • Systematic review
  • Theoretical framework

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