A Scoping Review on Flipped Classroom Approach in Language Education: Challenges, Implications and an Interaction Model

Autor/inn/en	Jiang, Michael Yi-chao; Jong, Morris Siu-yung; Lau, Wilfred Wing-fat; Chai, Ching-sing; Liu, Kelly Shu-xia; Park, Moonyoung
Titel	A Scoping Review on Flipped Classroom Approach in Language Education: Challenges, Implications and an Interaction Model
Quelle	In: Computer Assisted Language Learning, 35 (2022) 5-6, S.1218-1249 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jong, Morris Siu-yung) ORCID (Park, Moonyoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2020.1789171
Schlagwörter	Literature Reviews; Flipped Classroom; Second Language Learning; Barriers; Trend Analysis; Technology Uses in Education; Teaching Methods; Educational Theories; English (Second Language); Undergraduate Students; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Zweitsprachenerwerb; Trendanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Lehrerverhalten
Abstract	The present work synthesizes the studies in flipped language education based on Social Sciences Citation Index publications up to the year 2018. A sum of 33 studies were finalized as the targeted studies and our research questions were formulated regarding (1) the overall trend and features of the existing studies, (2) their research foci, (3) the role of technology, and (4) the integration of FL/L2 learning and teaching theories, models or strategies into flipped classroom. Some research gaps were identified, including a bias toward outcome-oriented quantitative studies over process-oriented qualitative studies. Additionally, an overwhelming majority of the studies were conducted from the learners' perspectives, while few studies took the teachers' perspectives. More importantly, to guide the course design and implementation, the present review proposed a comprehensive 'interaction model' integrating four key elements into flipped FL/L2 education. The model featured two types of interaction, namely 'interaction with content' and 'interaction via content', highlighting the uniqueness of flipped FL/L2 education. The study incorporated learner preparedness in the interaction model, entailing a practical interface for the principle of 'design for failure', that is, predicting and preparing contingencies for the times when in-class interactions do not go as planned for technical or other reasons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01