A Systematic Review of Research on Flipped Language Classrooms: Theoretical Foundations, Learning Activities, Tools, Research Topics and Findings

Autor/inn/en	Zou, Di; Luo, Shuqiong; Xie, Haoran; Hwang, Gwo-Jen
Titel	A Systematic Review of Research on Flipped Language Classrooms: Theoretical Foundations, Learning Activities, Tools, Research Topics and Findings
Quelle	In: Computer Assisted Language Learning, 35 (2022) 8, S.1811-1837 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zou, Di) ORCID (Xie, Haoran) ORCID (Hwang, Gwo-Jen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2020.1839502
Schlagwörter	Literature Reviews; Educational Research; Flipped Classroom; Second Language Learning; Academic Achievement; Student Motivation; Self Efficacy; Thinking Skills; English (Second Language); Learning Activities; Technology Uses in Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Flipped classrooms; Flip teaching; Inverted teaching; Zweitsprachenerwerb; Schulleistung; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Denkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01