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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
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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

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References

References

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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

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  • 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
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  • 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
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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
×