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This review aims to synthesize existing studies on the flipped classroom approach in language education, focusing on trends, technology roles, and theoretical integration.

July 9, 2020Computer Assisted Language Learning

A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model

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Authors

MJMichael Yi‐Chao JiangShenzhen Technology University MJMorris Siu–Yung JongChinese University of Hong Kong WLWilfred W. F. LauChinese University of Hong Kong

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Implication

Scoping review synthesizes flipped classroom studies in language education, highlighting challenges and a new interaction model.

Key Points

This review aims to synthesize existing studies on the flipped classroom approach in language education, focusing on trends, technology roles, and theoretical integration.
Synthesis of 33 studies from Social Sciences Citation Index publications up to 2018
Analysis of research trends and biases towards quantitative outcomes over qualitative processes
Development of a comprehensive interaction model for flipped FL/L2 education incorporating learner preparedness.
Identified gaps in research perspectives, with a focus on learners rather than teachers.
Proposed an interaction model featuring content and via content interactions aiding course design.
Emphasized the need for contingency planning in classroom interactions.

Cite This Study

Jiang et al. (2020) studied this question.

synapsesocial.com/papers/6a1263f8c031bb6829a67aea https://doi.org/10.1080/09588221.2020.1789171

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A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model

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Key Points

Cite This Study

A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model

Discussion

Member takes

Implication

Key Points

Cite This Study

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