Language Teaching through the Flipped Classroom: A Systematic Review

Abstract

Language teaching is in question for reasons related to methodology. For years now, the focus has been on learning and the search for active methodologies such as the flipped classroom (FC). This methodology was chosen because of its emergent character and because of the advantages and limitations that have arisen after its implementation in the classroom. Hence, the aim of this paper is to determine the level of expansion of the FC approach in language teaching over the last five years. For this purpose, a systematic review was carried out according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Two international databases, Web of Science (WOS) and Scopus, were used for the search, until 1 July 2022, using both Spanish and English descriptors: “language learning*”, “flipped classroom,” and “language teaching”. In this process, inclusion and exclusion criteria were established for a sample (N = 181) which resulted in a final selection of 26 articles. It can be seen that the majority of the articles published are between 2021 and 2022, aimed at L2 teaching, specifically English, and also show that they produce motivation in students and improve results in the development of language teaching, among others.

Keywords

• flipped classroom
• language teaching
• active methodologies