English Language Teaching: Exploring the Efficacy and Challenges of the Flipped Classroom Model - A Systematic Review
Keywords:
flipped classroom, English language teaching, ELT, student engagement, language proficiencyAbstract
This systematic review examines the application of the flipped classroom model in English language teaching (ELT) to assess its impact on student engagement, language proficiency, and implementation challenges. A comprehensive search of academic databases identified relevant studies, which were evaluated for inclusion based on predefined criteria. The review synthesizes findings from selected studies, revealing that the flipped classroom model positively influences student engagement by fostering active participation and a sense of ownership over the learning process. Additionally, flipped instruction leads to improvements in language proficiency, with learners demonstrating enhanced skills in listening, speaking, reading, and writing. However, challenges such as technological constraints and student resistance to change hinder the effective implementation of the flipped classroom approach. The review underscores the need for further research employing rigorous study designs, including randomized controlled trials and longitudinal investigations, to explore the long-term impact of flipped instruction on language learning outcomes. Additionally, qualitative inquiries are needed to elucidate contextual factors influencing successful implementation. This systematic review contributes to the understanding of the flipped classroom's potential to enhance ELT practices and informs future research and educational practices in this field.
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