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Results highlight international influence across countries, districts, and strong academic institutions, covering student perceptions, attitudes, language proficiency, motivational factors, and technology-related mixed-method research. Reported achievements coexist with limitations including limited sample sizes, challenges in technology integration, insufficient teacher training, and a focus concentration in language research, outlining directions for future study.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-systematic-review-of-flipped-classroom-approaches-in-language-learning-review-article-2024/600399/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-systematic-review-of-flipped-classroom-approaches-in-language-learning-review-article-2024/600399.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this systematic review?","Question",{"text":112,"@type":113},"It provides an in-depth analysis of the existing research landscape on applying the flipped classroom approach in language learning, including research areas, methods, gaps, and future directions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the studies selected and analyzed?",{"text":117,"@type":113},"The review systematically selected and analyzed 57 papers from 656 documents using a rigorous and methodical literature selection approach.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits of flipped classrooms are emphasized for language learning?",{"text":121,"@type":113},"The review reports improvements in language skills such as writing, grammar, speaking fluency, and pronunciation, and also positive psychological impacts including anxiety reduction and increased satisfaction and self-efficacy.",{"name":123,"@type":110,"acceptedAnswer":124},"What limitations and challenges are identified?",{"text":125,"@type":113},"Key challenges include limited sample size and diversity, difficulty integrating technology, constraints in research methods, insufficient teacher training and support, and the need for longer-term longitudinal data.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},600399,1792172227,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nReview Article  \nContemporary Educational Technology, 2024, 16(4), ep529 ISSN: 1309-517X (Online)  \nA systematic review of flipped classroom approaches in language learning  \nPan Qi 1,2*  \n 0009-0006-2431-7725  \nNurul Farhana Binti Jumaat 1  \n 0000-0002-4606-489X  \nHassan Abuhassna 2  \n 0000-0002-5774-3652  \nLi Ting 1,3  \n 0009-0000-1348-5121  \n1 School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, Johor Bahru, MALAYSIA  \n2 School of Education, Sunway University, Bandar Sunway, 47500 Selangor Darul Ehsan, MALAYSIA  \n3 School of Foreign Languages, Zao Zhuang University, Zao Zhuang, CHINA  \n* Corresponding author: [501875914@qq.com](501875914@qq.com)  \nCitation: Qi, P., Jumaat, N. F. B., Abuhassna, H., & Ting, L. (2024) . A systematic review of flipped classroom approaches in language learning. Contemporary Educational Technology, 16(4), ep529. [https://doi.org/10.30935/cedtech/15146](https://doi.org/10.30935/cedtech/15146)  \nARTICLE INFO ABSTRACT  \n\n| Received: 10 Jun 2024\u003Cbr>Accepted: 27 Aug 2024\u003Cbr>INTRODUCTION | This systematic literature review aims to offer an in-depth analysis of the existing research landscape regarding the application of the flipped classroom approach within the domain of language learning. The investigators methodically selected and analyzed 57 papers from 656 documents using a systematic and rigorous approach to literature selection. Our findings demonstrate the significant international impact of this field, with contributions from many countries and districts as well as globally excellent academic institutions. This review examines multiple areas of research, including improving students’ perceptions and attitudes in flipped classrooms, language proficiency, motivational factors, etc. In addition, the research methods employed were evaluated, with a particular emphasis on mixed methods which combined the quantitative method with the qualitative method. Even though the application of flipped classrooms in language learning has achieved some achievements, some limitations are obvious. The most notable are the problem of sample size, the difficulty of technology integration, the lack of teacher training, the singularity of language research, etc. The research gaps revealed in this literature review, indicate interesting possibilities for future research. The diversity of research languages, the multiplicity of research methods, the integration of advanced technologies, and intensive teacher training will be significant of the area focus. This systematic literature review not only enriches the existing knowledge system but also has the potential to the direction of the development of flipped classrooms in language learning.\u003Cbr>Keywords: flipped classroom, language learning, systematic literature review, SLR |\n| --- | --- |\n\nThe COVID-19 epidemic in 2020 has given rise to the development of blended learning, including the flipped classroom which reverses the traditional education class model to ensure the continuity of education (Barrios et al., 2022). The flipped classroom model is facilitated by the use of technology to deliver instructional content before the face-to-face classroom, such as through video lectures or online discussions to preserve in-class time for more interactive, engaged, and practical learning (Lee et al., 2017) . Flipped classroom is adequate to be used in language learning as it offers student-centered way and collaborative learning, encouraging students to invest in foreign language learning and ultimately improve their speaking, listening,  \nwriting, and reading abilities (Amiryousefi, 2019) . Its adaptability and effectiveness in encouraging active learning make it a key asset for the future of language teaching, showcasing its potential to design more engaging and dynamic learning environments in the post-pandemic era and beyond (Guo, 2022) .  \nMany studies identified the flipped classroom has considerable potential to en","cbCaihXyMuYrTBH6","https://ap.wps.com/l/cbCaihXyMuYrTBH6","pdf",519790,"English","# Introduction\n## Objectives and selection method\n## Key findings across research areas\n## Limitations and research gaps\n## Future research directions\n# Background and rationale\n## Blended learning and COVID-19 impact\n## Technology-enabled instruction design\n## Language skills and psychological factors\n# Challenges and research constraints\n## Technology, methods, training, and data issues","[{\"question\":\"What is the purpose of this systematic review?\",\"answer\":\"It provides an in-depth analysis of the existing research landscape on applying the flipped classroom approach in language learning, including research areas, methods, gaps, and future directions.\"},{\"question\":\"How were the studies selected and analyzed?\",\"answer\":\"The review systematically selected and analyzed 57 papers from 656 documents using a rigorous and methodical literature selection approach.\"},{\"question\":\"What benefits of flipped classrooms are emphasized for language learning?\",\"answer\":\"The review reports improvements in language skills such as writing, grammar, speaking fluency, and pronunciation, and also positive psychological impacts including anxiety reduction and increased satisfaction and self-efficacy.\"},{\"question\":\"What limitations and challenges are identified?\",\"answer\":\"Key challenges include limited sample size and diversity, difficulty integrating technology, constraints in research methods, insufficient teacher training and support, and the need for longer-term longitudinal data.\"}]","A systematic review of flipped classroom approaches in language learning - Review Article - 2024 | PDF",1792090616,48]