summary

A systematic review of research on flipped language classrooms: theorical foundations,

learning activities, tools, research topics and finding.

This article created by Di Zou, Shuqiong Luo, Haoran Xie and Gwo-Jen Hwang to
reviewed the literature on flipped classroom based of 34 articles. Flipped classroom, according to
(Hsieh, Wu, & Marek, 2017a), is the activities in the classroom that has procedure to delivering
the instructional content so the student is an important role. As a result, there is student-centered
learning environment with teacher as the facilitator. Based on other research, there is educational
benefit of flipped classroom that is to boost their capability to get better achievement. Besides
that, students dan do self or peer assessment to solve their problem. By six research question, the
study reviews the most recent literature on flipped language classroom.

Based on the identification, many articles from book chapters, conference papers, and
non-SSCI journal have lack quality and did not contains the important details about flipped
classroom. The researcher applied the limitation in SSCI articles. From 53 articles, the researcher
selected them by two criteria. That is had to investigating flipped language classroom and
reported the details concerning the participant, learning activities, tools, and outcomes. Based on
that criteria, 19 articles exclude, 14 more articles were not explained about flipped language
learning, 2 of that did not include the details, 2 more is about blended between flipped classroom
and learning and video conference-embedded classroom. So, the researcher got 34 articles in the
final.

The study that the researcher analyze here has different theorical frame work, concept,
models, and instructional approaches. In the studies Shyr and Chen (2018), they use self-
regulated learning. Bicen and Bahesti (2019), Kim et. al. (2017) and Sohrabi and Traj (2016) use
student-centerd learning. Hao (2016) use flipped learning readiness. Hsieh, Huang, and Wu
(2017a) use technology acceptance model (TAM). Chen and yeh (2019), Hung (2017c, 2018)
and Lin et at (2018) use gamification and game-based learning. Wang and Qi (2018) use
mastery-based learning. Hung (2015), Liu, Sands-Meyer, Audran (2019) and Wang et al (2018)
use active learning. Moranski, Kim (2016) and Yang et al (2018) use socio-structural theory.
Hung (2017b), Zou and Xie (2019) use just-in-time teaching and peer instruction. Chen and
Hwang (2020) use cognitive elaboration theory. Tonkin et al (2019) use cognitive load theory.
Moranski and Kim (2016) also use depth of processing.

The review study shows that 27 out of 34 which is 80% flipped classroom it is for
English language learning, 10% more about Chinese language learning and 10% about other
language. In second language in foreign context, all the studies were investigated. Participant
native language background is varied widely. There is only 5% student were secondary student
and 95 % from university or post graduated. The categorized of the participant is, very small (1-
15), small (15-25), medium (25-49), big (50-64) and large (more than 64)

In flipped language classroom, there is the learning activities that consist of pre-class,
during-class, and after-class activities. Those activities focused on the comprehensive practice
that refers to more than one language skills exercises. The example is, discussion among the
student, do peer assessment, listening or grammar task, and share their opinion.

In the pre-class activities, a wide range of learning tools were applied. For example,
video-record lectures, documentaries, video-watching tools, Coursera courses. Of the six studies
applied online learning platforms and two studies mentioned video making tools. Video making
tools applied in many studies to facilitate and implemented the learning activities in the
classroom. There is the used of e-tools in pre class and during class activities. In after-class
activities, there is no video making tools were applied.

There is the test that frequently used as evaluation method, that is the test that measured
student’s learning outcomes. The format of the test can be quiz, course assignment, and learning
task. There is another task method that is questionnaires, the interview, the measurement of
student’s discussion and performance, teacher observation of student, the analysis of student
online learning record and weekly journal. There is the min effect for implemented the flipped
classroom, that is can increase student’s motivation, improve their academic achievement.

The researcher develops eight main categories for 34 studies. The most important topic
for the article is flipped learning community, the second is student’s motivation, satisfaction,
perception and engagement. There is the effect of external factors in flipped classroom that is
student can promote active and inquiry-based learning to develop positive attitudes. There is also
cognitive affect of flipped classroom that is student can get deeper information, use high order
thinking skills, and make the effective learning.

The main theorical foundation is the concept of flipped learning and flipped learning
readiness, socio-cultural theory, cognitive elaboration theory, cognitive load theory, depth of
processing, the technology acceptance model and instructional approaches including self-
regulated learning, student centered learning, game-based learning, mastery-based learning,
active learning, just-in-time teaching, and peer instruction. The participant of this research is
among Chinese learners at university student. For the main learning activities is the foci of the
activities, during and after-class activities, pre and after-class activities, and pre and during-class
activities. The main learning tool in this research is the students choose video-watching tools,
number and type of the tools, reading tools, online discussion tools, e-tools variated. The
outcomes are use the mix among quantitative and qualitative method by test, questionnaires, and
interviews.

The researchers compare the review with Turan and Akdag-Cimen (2020). The result is
both articles have similar conclusion also applied diverse, qualitative, quantitative, and mixed
research methods. At the end, there is same result that is flipped language classroom can boost
the motivation, engagement, and interaction of the student. The difference is this research
contains depth analysis of the pre, during, and after-class. Also, this research contains the design
and implementation of the classroom.

For the teacher, teacher can help the student to get better understanding about the
material and train them to exploit online learning. Teacher need to make student familiar with
online learning, so the student can maximize the classroom. Teacher also need to provide peer
interaction as the crucial roles in the flipped classroom.

There are several challenges for implementing flipped classroom. That is needed devorte
the extra time outside of class in order to support the student. It is maybe had a bad impact of
flipped classroom when the teacher considers the contextual factors. For the student, they need to
concern the independent learning that occurs before class.
 For future research, to explore teacher’s and student experience in the classroom, the
researchers can conduct longitudinal studies. There is also the difficultly to provide the learner
with cognitive, affective, and learning support during flipped learning.

There is more e-tools and learning context in the studies of flipped classroom. This
research also contains the variety research method and implemented other language in the
flipped classroom. The most used e-tools in this research are videos, online quiz and assessment.
In SSCI journal from 2015 to 2019, the researchers interview 34 studies on flipped language and
focus on the theoretical foundations, target students, learning activities, tools, issues, and
findings of the selected studies, without covering topics such as students’ perceptions and
teachers’ roles in flipped language classrooms.

The result of this studies is the researcher got 14 journals which contains 34 articles
(2015-2019), the sample on the reviewed studies generally had medium and large sample. In
flipped classroom, showed that positive affect of integrating theorical concept or elements into
the design and the implementation.

REFERENCE

Zou, Di., Shuqiong Luo, Haoran Xie & Gwo-Jen Hwang. (2020). A Systematic Review of
Research on Flipped Language Classrooms: Theoretical Foundations, Learning Activities, Tools,
Research Topics and Findings. Computer Assisted Language Learning.