The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review

Abstract

The outbreak of the COVID-19 pandemic has had a significant impact on education. The closure of schools and the cessation of face-to-face classrooms have affected schools and students worldwide. The current need is to transform the traditional classroom to adapt to the new social and educational background. The flipped classroom is usually defined as a strategy to subvert the conventional academic environment; that is, the information transmission part of the traditional face-to-face lecture is removed from the classroom time for online self-learning. The flipped classroom is a highly flexible classroom mode, which has brought significant changes to education. Therefore, this study aims to examine the studies’ research trends, advantages, and challenges concerning the flipped classroom for EFL courses during the COVID-19 epidemic. For this purpose, databases including the web of Science (WOS) and Scopus were reviewed, and 15 articles were analyzed. A systematic review was used as the research methodology. The study’s findings revealed the effectiveness of flipped classrooms for EFL courses during the pandemic. Based on the review, this paper puts forward suggestions for future research and points out the future development direction.

Implementing Flipped Classroom in the Digital Learning Environment

“…There are also problems related to workload, time, and difficulties with individual learning before teaching. The results of a systematic literature review (Linling & Abdullah, 2023) also confirm the advantages and challenges of the flipped classroom. Mostly, the advantages are greater student engagement, better peer interaction, and greater student autonomy.…”

“…Based on the research conducted, Santhanasamy and Yunus (2022) state that the online flipped classroom teaching approach has proven to be a flexible teaching and learning method that teachers should use to improve student motivation and engagement in learning. Similarly, Linling and Abdullah (2023) find that the flipped classroom can improve student engagement, autonomy, and responsibility for learning, Creative Commons by the Authors is licenced under CC-BY which in the 21 st century is a crucial component for developing students' technological competencies and long-term ambitions and can help students develop responsibility for lifelong learning. Furthermore, Zainuddin and Halili (2016) demonstrate that the flipped classroom positively affects student achievement, motivation, engagement, and interaction.…”

The Impact of a Proposed Flipped Learning Program on Promoting Egyptian EFL Engineering Students' Grammatical Achievement and Competence

“…Flipped learning is a student-centered blended learning strategy where instructors thoughtfully integrate face-to-face and online learning to maximize students' achievement, interaction, engagement and active participation ( (Mandasari & Wahyudin, 2021;Linling & Abdullah, 2023). It is often referred to as the inverted classroom strategy as it enables EFL learners to study the linguistic content at home through varied online resources including videos, presentations, podcasts, videocasts and quizzes, thus dedicating classroom time to in-depth classroom discussions, engaging problem-solving and higher-order thinking activities as well as case studies.…”

The effectiveness of flipped classroom on scientific literacy and critical thinking improvement

“…A number of literature reviews have provided qualitative summaries of flipped classrooms. Some people find that studies on flipped classrooms report increased satisfaction and improvements in test results or subject scores (Akcayir and Akcayir, 2018;Kinteki 2018;Linling and Abdullah, 2023). This increase is seen to be more significant in students with low achievement.…”