Evaluating the Effectiveness of Flipped Classroom Pedagogy in English as a Foreign Language (EFL) Instruction: A Systematic Review of Empirical Studies

This systematic review thoroughly examines the efficacy of flipped classrooms in language instruction, specifically within English as a Foreign Language (EFL) context. By synthesizing findings from 18 empirical studies published between 2015 and 2024, the review evaluates the transformative role of digital technologies, self-regulated learning, and student attitudes in shaping educational achievements. The analysis highlights the pivotal contributions of platforms such as Moodle, Kahoot, and Zoom in fostering student engagement, enhancing motivation, and promoting active learning. Furthermore, self-regulated learning emerged as a cornerstone for cultivating autonomy and academic success among learners. However, significant challenges, including disparities in technological access and differences in student preparedness, underscore the need for well-structured scaffolding and meticulous implementation strategies. This review consolidates best practices for educators and identifies key areas for future research, reaffirming the potential of flipped classrooms to revolutionize active, student-centred learning environments in language education.