Flipped Learning

Summary 

This review explores the integration of flipped learning methodologies into English language instruction within higher education settings. The article aims to provide a comprehensive overview of the existing literature on this topic, highlighting the benefits, challenges, and implications for practice.

The literature review underscores the growing interest in flipped learning as a pedagogical approach for teaching English as a foreign language (EFL) in higher education. Flipped learning involves the reversal of traditional teaching methods, where students engage with instructional content outside of class and use class time for active learning and application of knowledge.

The authors identify several benefits associated with flipped learning in EFL contexts. These include increased student engagement, enhanced language proficiency, greater autonomy and self-regulated learning skills, and improved teacher-student interaction. Flipped learning also fosters a student-centred learning environment that promotes critical thinking, collaboration, and communication skills.

However, the review also acknowledges the challenges and limitations of implementing flipped learning in EFL higher education settings. These challenges may include technological barriers, resistance from students or instructors accustomed to traditional teaching methods, and the need for adequate training and support for both educators and learners.

Implications:

1. Educators and Curriculum Developers: The article provides valuable insights into the potential benefits and challenges of implementing flipped learning methodologies in EFL instruction. Educators can use this information to critically evaluate their current teaching practices and consider integrating flipped learning techniques to enhance student engagement, promote language proficiency, and foster a more interactive learning environment.

2. Teacher Training Programs: Teacher training programs can incorporate findings from the literature review to prepare future EFL instructors for the use of flipped learning strategies. By familiarizing pre-service teachers with the principles and best practices of flipped learning, these programs can better equip educators to effectively implement this pedagogical approach in their classrooms.

3. Administrators and Educational Policy Makers: Administrators and policymakers in higher education institutions may consider the implications of flipped learning for curriculum development and institutional policies. They can explore ways to support faculty members in adopting flipped learning methodologies through professional development opportunities, access to technological resources, and recognition of innovative teaching practices.

4. Students: Flipped learning has implications for students' learning experiences and outcomes. By engaging with instructional content outside of class, students have the opportunity to develop self-regulated learning skills, autonomy, and a deeper understanding of course materials. However, students may also encounter challenges such as technological barriers or the need to adjust to a new learning approach. Awareness of these implications can empower students to actively participate in flipped learning activities and seek support when needed.

5. Research Community: The literature review contributes to the existing body of research on flipped learning in EFL contexts, highlighting gaps in knowledge and areas for future investigation. Researchers can build upon this work by conducting empirical studies to explore the effectiveness of flipped learning in specific EFL settings, investigating its impact on different learner populations, and examining factors that influence successful implementation.

Overall, the research article's implications underscore the potential of flipped learning to enhance EFL instruction in higher education while also highlighting the importance of careful planning, ongoing support, and further research to maximize its benefits.

Reference:

Article Title: Teaching English as a Foreign Language in Higher Education using flipped learning/flipped classrooms: A literature review.

Authors: Fisher, R., Tran, Q., & Verezub, E.

Journal: Innovation in Language Learning and Teaching

Publication Year: 2024