A Systematic Literature Review of Flipped Learning in English as Second Language (ESL) Context

Abstract

The goal of this research is to conduct a comprehensive assessment and analysis of the possibilities and understanding of how Flipped Learning (FL) instruction influences the ability to transfer information and skill-based learning. The instructional practices in the ESL context have been striving to shift from being teacher-centered to student-centered. The emerging technologies have paved the way for ESL educators to consider flipped learning to attain their learning objectives. Therefore, this study aims to review the existing literature about FL approach in the ESL context and provides instruction guidance for ESL educators. This paper synthesises quantitative and qualitative research works done globally related to flipped learning in the ESL context. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is used for selection, screening, and reporting purposes. For this study, selected articles published within seven years and three months of time frame (2014-2021) were analysed, and 29 articles were included for a thorough analytic evaluation. It is found that there is an increased prevalence of flipped learning in the ESL context after the year 2014. The analysis revealed that 75% of the research on Flipped Learning in the ESL context focused on students' language skills, engagement, and achievement. Researchers noticed a lack of empirical data as only 25% of the 43 studies provided data on the effects of the FL, which indicates that there is still a shortage of thorough research on FL in the field of ESL.