Flipped Learning in EFL Classrooms: A Systematic Review of Implementation and Outcomes

Abstract

Abstract. This study aims to analyze existing literature on the flipped learning paradigm (FLP) in the context of foreign language acquisition (FLA) and explore English language teachers' and learners' views on the flipped classroom model. Additionally, the study offers a comprehensive review of the implementation of flipped learning and its impact on English as a Foreign Language (EFL) learning. A total of 43 articles were reviewed for this research. A systematic analysis was conducted to evaluate the influence of FLP on teaching practices in language acquisition. Relevant studies published between 2014 and 2024 were identified through multiple online databases. The findings suggest that FLP can empower students to take a more active role in their learning by allowing them more independence in constructing their knowledge. Moreover, the model's active learning activities positively affected student engagement levels in the classroom. This increase in engagement can be attributed to the interactive nature of classroom activities, where students receive immediate feedback from their instructors. The results indicate that the majority of English teachers and learners in the studies reviewed agreed that the flipped classroom approach is beneficial for teaching and learning English. The study also highlights challenges associated with FLP, offering insights to help both teachers and students optimize its use in language acquisition. While the research primarily focuses on EFL, the findings are likely applicable to other languages as well.