Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-5b777bbd6c-5mwv9 Total loading time: 0 Render date: 2025-06-20T10:58:55.143Z Has data issue: false hasContentIssue false

7 - Flipped Classrooms

from Part II - Environments

Published online by Cambridge University Press:  15 June 2025

By
Hsiu-Ting Hung
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
Get access

Summary

The main purpose of this chapter is to provide an overview of an approach to blended learning, flipping the classroom, which has continued to gain much attention and recognition since it was popularized a decade ago. The chapter begins with a conceptualization of the flipped classroom approach, followed by a synthesis of relevant literature reviews in order to identify key research trends in (language) education over the past years. The chapter then explores some theoretical groundings for this approach (e.g. cognitive load theory, self-regulation theory, and sociocultural theory), and concludes with design guidelines based on scholarly recommendations and best practices of flipped learning.

Keywords

flipped classroomsflipped learning
Type
Chapter
Information
The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 108 - 122
Publisher: Cambridge University Press
Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

References

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336CrossRefGoogle Scholar
Aidinopoulou, V., & Sampson, D. G. (2017). An action research study from implementing the flipped classroom model in primary school history teaching and learning. Educational Technology & Society 20(1), 237–247. www.jstor.org/stable/jeductechsoci.20.1.237Google Scholar
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021CrossRefGoogle Scholar
Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: A review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017–1051. https://doi.org/10.1007/s11423-019-09718-8CrossRefGoogle Scholar
Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147–161. https://doi.org/10.1080/17501229.2017.1394307CrossRefGoogle Scholar
Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269–283. https://doi.org/10.1016/j.compedu.2018.09.013CrossRefGoogle Scholar
Baker, J. W. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. In Chambers, J. A. (Ed.), Selected papers from the 11th International Conference on College Teaching and Learning (pp. 9–17). Florida Community College at Jacksonville.Google Scholar
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.Google Scholar
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. International Society for Technology in Education.Google Scholar
Chen Hsieh, J. S., Huang, Y. M., & Wu, W. C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190. https://doi.org/10.1016/j.chb.2016.12.066CrossRefGoogle Scholar
Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.Google Scholar
Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education, 18(2), 151–167. https://doi.org/10.17718/tojde.306566CrossRefGoogle Scholar
Estriegana, R., Medina-Merodio, J. A., & Barchino, R. (2019). Analysis of competence acquisition in a flipped classroom approach. Computer Applications in Engineering Education, 27(1), 49–64. https://doi.org/10.1002/cae.22056CrossRefGoogle Scholar
Flipped Learning Network. (2014). What is flipped learning? http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdfGoogle Scholar
González-Gómez, D., Jeong, J. S., & Rodríguez, D. A., & Cañada-Cañada, F. (2016). Performance and perception in the flipped learning model: An initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology, 25(3), 450–459. https://doi.org/10.1007/s10956-016-9605-9CrossRefGoogle Scholar
Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66. www.jstor.org/stable/43631584Google Scholar
Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175–193. https://doi.org/10.1007/s11423-015-9412-7CrossRefGoogle Scholar
Hung, C. Y., Sun, J. C. Y., & Liu, J. Y. (2019). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028–1046. https://doi.org/10.1080/10494820.2018.1481103CrossRefGoogle Scholar
Hung, H. T. (2017). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1), 16–27. https://dx.doi.org/10125/44593Google Scholar
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0CrossRefGoogle Scholar
Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., Liu, K. S. X., & Park, M. (2020). A scoping review on flipped classroom approach in language education: Challenges, implications and an interaction model. Computer Assisted Language Learning, 35(5–6), 1218–1249. https://doi.org/10.1080/09588221.2020.1789171CrossRefGoogle Scholar
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37–50. https://doi.org/10.1016/j.iheduc.2014.04.003CrossRefGoogle Scholar
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43. https://doi.org/10.2307/1183338CrossRefGoogle Scholar
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006CrossRefGoogle Scholar
Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford University Press.Google Scholar
Lo, C. K. (2018). Grounding the flipped classroom approach in the foundations of educational technology. Educational Technology Research and Development, 66(3), 793–811. https://doi.org/10.1007/s11423-018-9578-xCrossRefGoogle Scholar
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002CrossRefGoogle Scholar
Schunk, D. H., & Zimmerman, B. J. (Eds.). (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge. https://doi.org/10.4324/9780203831076CrossRefGoogle Scholar
Shahnama, M., Ghonsooly, B., & Shirvan, M. E. (2021). A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research. Educational Technology Research and Development, 69(3), 1355–1386. https://doi.org/10.1007/s11423-021-09996-1CrossRefGoogle Scholar
Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Pickett, A., Gozza-Cohen, M., Wilde, J., & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework. The Internet and Higher Education, 15(2), 89–95. https://doi.org/10.1016/j.iheduc.2011.08.002CrossRefGoogle Scholar
Shyr, W. J., & Chen, C. H. (2018). Designing a technology-enhanced flipped learning system to facilitate students’ self-regulation and performance. Journal of Computer Assisted Learning, 34(1), 53–62. https://doi.org/10.1111/jcal.12213CrossRefGoogle Scholar
Spector, J. M. (2015). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives (2nd ed.). Routledge. https://doi.org/10.4324/9781315764269CrossRefGoogle Scholar
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5CrossRefGoogle Scholar
Tonkin, K., Page, S., & Forsey, M. (2019). Managing cognitive load with a flipped language class: An ethnographic study of the student experience. Foreign Language Annals, 52(3), 551–575. https://doi.org/10.1111/flan.12412CrossRefGoogle Scholar
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117CrossRefGoogle Scholar
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4Google Scholar
Wang, Y. H. (2016). Could a mobile-assisted learning system support flipped classrooms for classical Chinese learning? Journal of Computer Assisted Learning, 32(5), 391–415. https://doi.org/10.1111/jcal.12141CrossRefGoogle Scholar
Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a complex adaptive systems framework. Educational Technology & Society, 18(2), 380–393. www.jstor.org/stable/jeductechsoci.18.2.380Google Scholar
Wu, W. C. V., Hsieh, J. S. C., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance EFL learners’ oral proficiency. Educational Technology & Society, 20(2), 142–157. www.jstor.org/stable/90002170Google Scholar
Yang, J., Yin, C. X., & Wang, W. (2018). Flipping the classroom in teaching Chinese as a foreign language. Language Learning & Technology, 22(1), 16–26. https://doi.org/10125/44575Google Scholar
Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115–126. https://doi.org/10.1080/0309877X.2017.1356916Google Scholar
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307–313. https://doi.org/10.1016/0361-476X(86)90027-5CrossRefGoogle Scholar
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2CrossRefGoogle Scholar
Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2020). A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 35(8), 1811–1837. https://doi.org/10.1080/09588221.2020.1839502CrossRefGoogle Scholar

Further Reading

This book aims to provide a practical guide for teachers who are learning how to flip a language course. It begins with the fundamental principles of the flipped classroom approach, followed by descriptions of successful applications from practitioners in the field. Exemplars are broadly organized by skills-based courses and content-based courses, in which lesson objectives, learning activities, technology use, student outcomes, and possible challenges are discussed to demonstrate the procedures, benefits, and limitations of flipping the language classroom.

This review sets out to examine the overall effectiveness of flipped learning research in the field of English as a second/foreign language (ESL/EFL). A meta-analysis method was employed to systemically analyze sixty-nine empirical studies published between 2004 and 2019. The results revealed a large and positive effect of flipped learning on students’ language learning achievements by comparison with lecture-based instruction.

This article is a systematic review adopting a meta-analysis method to synthesize L2 flipped learning interventions. A total of fifty-six research reports were included in this review. The results demonstrated a positive effect of the flipped learning approach over traditional lecture-based approach and identified several significant moderators, such as L2 proficiency levels and learning outcomes.

Mehring, J., & Leis, A. (Eds.). (2018). Innovations in flipping the language classroom: Theories and practices. Springer Nature Singapore. https://doi.org/10.1007/978-981-10-6968-0CrossRefGoogle Scholar
Shahnama, M., Ghonsooly, B., & Shirvan, M. E. (2021). A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research. Educational Technology Research and Development, 69, 1355–1386. https://doi.org/10.1007/s11423-021-09996-1CrossRefGoogle Scholar
Vitta, J. P., & Al-Hoorie, A. H. (2020). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research. https://doi.org/10.1177/1362168820981403CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Flipped Classrooms
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.009
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Flipped Classrooms
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.009
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Flipped Classrooms
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.009
Available formats
×