A Meta-Analysis of the Effect of Flipped Learning on English as a Foreign Language (EFL) Learning
محورهای موضوعی : Journal of Teaching English Language Studies
1 - Department of English Language Teaching, Shiraz Branch, Islamic Azad University, Shiraz, Iran
کلید واژه: Face-to-face instruction, flipped learning, meta-analysis, EFL learning, online instruction,
چکیده مقاله :
Flipped Learning (FL), an online learning process combined with offline learning in the classroom, is regarded as a form of hybrid learning. This meta-analysis was conducted to examine the effectiveness of FL for English as a Foreign Language (EFL) learners. To this aim, a total sample of 16 articles published in different journals until 2025 and satisfied the inclusion criteria were analyzed using a meta-analysis design. According to the majority of the articles, FL was found to have a significant positive effect on EFL learners’ learning outcomes. Moreover, dependent variables analyzed were writing skill, general English proficiency, pragmatic competence, reading comprehension, motivation and learner engagement for the sustainable development of language skills. Finally, majority of the articles were concerned with upper-intermediate learners, used Analysis of Variance (ANOVA) and reported a large effect size. The study implications EFL learners and teachers are presented.
Keywords: Face-to-face instruction, flipped learning, meta-analysis, EFL learning, online instruction
Flipped Learning (FL), an online learning process combined with offline learning in the classroom, is regarded as a form of hybrid learning. This meta-analysis was conducted to examine the effectiveness of FL for English as a Foreign Language (EFL) learners. To this aim, a total sample of 16 articles published in different journals until 2025 and satisfied the inclusion criteria were analyzed using a meta-analysis design. According to the majority of the articles, FL was found to have a significant positive effect on EFL learners’ learning outcomes. Moreover, dependent variables analyzed were writing skill, general English proficiency, pragmatic competence, reading comprehension, motivation and learner engagement for the sustainable development of language skills. Finally, majority of the articles were concerned with upper-intermediate learners, used Analysis of Variance (ANOVA) and reported a large effect size. The study implications EFL learners and teachers are presented.
Keywords: Face-to-face instruction, flipped learning, meta-analysis, EFL learning, online instruction
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