Shifting Paradigms in Language Education: Assessing the Role of Flipped Learning in High School EFL/ESL Instruction

Abstract:

Flipped learning has emerged as a transformative pedagogical approach with the potential to enhance educational outcomes across various disciplines, including English as a foreign or second language (EFL/ESL). This systematic review explores the implementation of flipped learning in high school education, focusing specifically on its impact on EFL/ESL instruction. The review synthesizes findings from existing literature to elucidate the benefits, challenges, and implications of flipped learning in EFL/ESL contexts. Key findings highlight the positive effects of flipped learning on student engagement, learning outcomes, and language proficiency development. However, challenges related to technology access, teacher workload, and the need for professional development are also identified. Despite these challenges, flipped learning demonstrates promise in fostering learner autonomy and improving language learning outcomes. The implications of these findings for educators, policymakers, and researchers are discussed, emphasizing the importance of continued exploration and support for flipped learning initiatives in high school EFL/ESL education.

Keywords: Flipped learning, High school education, English as a foreign language (EFL), English as a second language (ESL), Student engagement