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Flipped Learning Research Trends in English as a Foreign Language Classrooms: Systematic Reviews

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2020, 10(3), pp.109-133
  • DOI : 10.34226/gcl.2020.10.3.109
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Received : August 15, 2020
  • Accepted : September 14, 2020
  • Published : September 30, 2020

Altun Hamide Kubra 1 Jeongmin Lee 1

1이화여자대학교

Accredited

ABSTRACT

The purpose of this study was to systematically investigate flipped learning research trends in EFL classrooms and perform a meta-analysis to present the effect size integrated with flipped learning research trends in EFL classrooms between 2014 and 2018. To collect data, articles on the theme of flipped learning in EFL classrooms were searched from Social Sciences Citation Index (SSCI), and selection criteria were applied, which resulted in selecting the final 19 articles. The articles were analyzed through systematic review and meta-analysis, and the findings are as follows: First, the effect size of flip learning on academic achievement was found to be a large effect size. Second, as a result of systematic review, academic achievement was mainly used as a flipped learning outcome variable, and as affective variables, perception, satisfaction, and attitude about flip learning were used. Third, there were many studies mainly with university students as learners, and the number of studies showed steadily increasing. Based on the results of this study, suggestions for discussion and further studies were proposed.

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