Email this article TRENDS AND OUTCOMES IN FLIPPED LEARNING-BASED INSTRUCTION IN TEACHING READING: SYSTEMATIC LITERATURE REVIEW
(1) Universitas Cokroaminoto Palopo
(2) Universitas Negeri Makassar
(*) Corresponding Author
Abstract
Despite the flipped learning growing popularity, empirical research to increase students' reading abilities is still lacking. The majority of research concentrates on students' impressions of the English language rather than particular language abilities. If there is, speaking, listening, and writing is dominant. This systematic literature review summarizes study findings on trends and outcomes of flipped learning-based instruction in teaching reading. The identification, screening, feasibility, and inclusion phase found thirty-one articles between 2015 and 2022 from the Scopus database with a premium Scopus account to access all sources without limits. The results showed that the research trend of flipped learning in teaching reading was less attractive to researchers than other English skills. It can be seen from the lack of publications from year to year and even tends to decline until May 2022. Further research on flipped learning in teaching reading can enrich the literature on knowledge. In addition, Flipped Learning has positive outcomes in influencing students' performance, especially if combined with other methods. For future research, several different research scopes can be considered, such as creating models or designs to apply flipped learning to students' reading performance and comprehension.
Keywords
Full Text:
PDFReferences
Aghaei, K., Rajabi, M., Lie, K. Y., & Ajam, F. (2020). Flipped learning as situated practice: A contrastive narrative inquiry in an EFL classroom. Education and Information Technologies, 25(3), 1607–1623. https://doi.org/10.1007/s10639-019-10039-9
Ahmed, A. A. A., Kumar, T., Iksan, M., Subrahmanyam, S., Kokhichko, A. N., Hussein Ali, M., Mhaibes Tuama, H., & Sadat Mousavi, M. (2022). Comparing the effectiveness of massive open online course (MOOC) and flipped instruction on EFL learners’ reading comprehension. Education Research International, 2022. https://doi.org/10.1155/2022/6543920
Alhasani, H., Mohd, F. W., & Masood, M. (2017). The effect of flipped classroom with peer instruction on ESL students’ reading comprehension and engagement. Proceedings of the International Conference on ICT, Society and Human Beings 2017 - Part of the Multi Conference on Computer Science and Information Systems 2017, 27–34. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-85040201297&partnerID=40&md5=10a82ba5fda6a3117cd98a74da6cfa17
Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Journal of Language and Linguistic Studies, 16(2), 775–797. Retrieved from https://search.informit.org/doi/abs/10.3316/informit.242005049327954
Bassett, K., Olbricht, G. R., & Shannon, K. B. (2020). Student preclass preparation by both reading the textbook and watching videos online improves exam performance in a partially flipped course. CBE Life Sciences Education, 19(3), 1–9. https://doi.org/10.1187/cbe.19-05-0094
Bhavsar, V. M. (2020). A transparent assignment to encourage reading for a flipped course. College Teaching, 68(1), 33–44. https://doi.org/10.1080/87567555.2019.1696740
Birgili, B., Seggie, F. N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8(3), 365–394. https://doi.org/10.1007/s40692-021-00183-y
Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151. https://doi.org/https://doi.org/10.1016/j.compedu.2020.103819
Brown, C. A., Danvers, K., & Doran, D. T. (2016). Student perceptions on using guided reading questions to motivate student reading in the flipped classroom. Accounting Education, 25(3), 256–271. https://doi.org/10.1080/09639284.2016.1165124
Fernández, A. . (2020). A flipped learning experience on decoloniality: Recreating a sociohistorical perspective on Shunko by reading his story and watching his progress. Hispania, 103(2), 161–166. https://doi.org/10.1353/hpn.2020.0039
Girmen, P., & Kaya, M. F. (2019). Using the flipped classroom model in the development of basic language skills and enriching activities: Digital stories and games. International Journal of Instruction, 12(1), 555–572. Retrieved from https://eric.ed.gov/?id=EJ1201167
Gok, D., Bozoglan, H., & Bozoglan, B. (2021). Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Computer Assisted Language Learning, 1–21. https://doi.org/10.1080/09588221.2021.1950191
Harris, E. A., Thai, M., & Barlow, F. K. (2017). Fifty shades flipped: Effects of reading erotica depicting a sexually dominant woman compared to a sexually dominant man. Journal of Sex Research, 54(3), 386–397. https://doi.org/10.1080/00224499.2015.1131227
Huang, Y.-N., & Hong, Z.-R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175–193. https://doi.org/10.1007/s11423-015-9412-7
Hwang, G.-J., Chen, M.-R. A., Sung, H.-Y., & Lin, M.-H. (2019). Effects of integrating a concept mapping-based summarization strategy into flipped learning on students’ reading performances and perceptions in Chinese courses. British Journal of Educational Technology, 50(5), 2703–2719. https://doi.org/10.1111/bjet.12708
Karabulut-Ilgu, A., Cherrez, N. J., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548
Lau, K. L. (2021). Integrating e-learning into self-regulated learning instruction: A holistic flipped classroom design of a classical Chinese reading intervention program. 29th International Conference on Computers in Education Conference, ICCE 2021 - Proceedings, 1, 503–509. Retreived from https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126575803&partnerID=40&md5=3172a1d1181ebbd7d6c7878a182674fb
Lee, Y.-H. (2018). Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy. Interactive Learning Environments, 26(5), 569–582. https://doi.org/10.1080/10494820.2017.1372483
Lin, Q. (2020). A study on the practice of private college English intensive reading flipped classroom based on production oriented approach. Proceedings - 2020 International Conference on Big Data and Informatization Education, ICBDIE 2020, 267–270. https://doi.org/10.1109/ICBDIE50010.2020.00068
Lopes, A. P., & Soares, F. (2018). Perception and performance in a fipped fnancial mathematics classroom. The International Journal of Management Educatio, 16(1), 105–113. https://doi.org/10.1016/j.ijme.2018.01.001
Miller, K., Lukoff, B., King, G., & Mazur, E. (2018). Use of a social annotation platform for pre-class reading assignments in a flipped introductory physics class. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00008
Mufliharsi, R., Emzir, & Mayuni, I. (2020). Flipped classroom for reading enrichment: EFL learners participation. International Journal of Advanced Science and Technology, 29(4 Special Issue), 1744–1749. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083103686&partnerID=40&md5=afc12540b09dd31b65f2d38423383d05
Öztürk, M., & Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1), 2. https://doi.org/10.1186/s40561-021-00146-x
Persky, A. M., & Hogg, A. (2017). Influence of reading material characteristics on study time for pre-class quizzes in a flipped classroom. American Journal of Pharmaceutical Education, 81(6). https://doi.org/10.5688/ajpe816103
Reflianto, Setyosari, P., Kuswandi, D., & Widiati, U. (2021). Reading comprehension skills: The effect of online flipped classroom learning and student engagement during the COVID-19 pandemic. European Journal of Educational Research, 10(4), 1613–1624. https://doi.org/10.12973/EU-JER.10.4.1613
Reflianto, Setyosari, P., Kuswandi, D., & Widiati, U. (2022). English teachers’ competency in flipped learning: Question level and questioning strategy in reading comprehension. International Journal of Instruction, 15(1), 965–984. https://doi.org/10.29333/iji.2022.15155a
Sage, M., & Sele, P. (2015). Reflective journaling as a flipped classroom technique to increase reading and participation with social work students. Journal of Social Work Education, 51(4), 668–681. https://doi.org/10.1080/10437797.2015.1076274
Samiei, F., & Ebadi, S. (2021). Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom. Research and Practice in Technology Enhanced Learning, 16(1). https://doi.org/10.1186/s41039-021-00157-9
Santhanasamy, C., & Yunus, M. M. (2022). A systematic review of flipped learning approach in improving speaking skills. European Journal of Educational Research, 11(1), 127–139. https://doi.org/10.12973/eu-jer.11.1.127
Song, P. (2021). Computer flipped classroom in critical reading of college English. Journal of Physics: Conference Series, 1992(4). https://doi.org/10.1088/1742-6596/1992/4/042008
Tijai, N., & Kanjug, I. (2018). Using constructivism learning environment management system to flipped classroom and enhance an EFL’S English reading comprehension. ICCE 2018 - 26th International Conference on Computers in Education, Workshop Proceedings, 582–587. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060011964&partnerID=40&md5=39ffab753cac9c1055b070806bb0f5a9
Tohei, A. A. (2018). Flipping EFL classes for future teachers bt - innovations in flipping the Language Classroom: Theories and practices (J. Mehring & A. Leis (eds.); pp. 105–112). Springer Singapore. https://doi.org/10.1007/978-981-10-6968-0_8
Tse, W. S., Choi, L. Y. A., & Tang, W. S. (2019a). Effects of video-based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385–398. https://doi.org/10.1111/bjet.12569
Tse, W. S., Choi, L. Y. A., & Tang, W. S. (2019b). Effects of video-based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385–398. https://doi.org/10.1111/bjet.12569
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117
Van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 1–21. https://doi.org/https://doi.org/10.1016/j.edurev.2019.05.003
Wu, W.-C. V., Hsieh, J. C., & Yang, J. C. (2021). Effects of flipped reading–writing constructivist instruction on EFL learners’ writing performance and intercultural sensitivity. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-021-00639-w
Xia, J. (2020). Exploring the application of English “reading-writing integration” in flipped classroom teaching based on SPSS. Proceedings - 2020 International Conference on Information Science and Education, ICISE-IE 2020, 642–646. https://doi.org/10.1109/ICISE51755.2020.00144
Yang, C. C. Y., Chen, I. Y. L., Akçapınar, G., Flanagan, B., & Ogata, H. (2021). Using a summarized lecture material recommendation system to enhance students’ preclass preparation in a flipped classroom. Educational Technology & Society, 24(2), 1–13. Retrieved from https://www.researchgate.net/publication/350085653_Using_a_Summarized_Lecture_Material_Recommendation_System_to_Enhance_Students’_Preclass_Preparation_in_a_Flipped_Classroom
Yang, C. C. Y., Chen, I. Y. L., Huang, A. Y. Q., Lin, Q.-R., & Ogata, H. (2020). Can self-regulated learning intervention improve student reading performance in flipped classrooms? International Journal of Online Pedagogy and Course Design, 10(4), 1–13. https://doi.org/10.4018/IJOPCD.2020100101
Yulian, R. (2021). The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education. Studies in English Language and Education, 8(2), 508–522. https://doi.org/10.24815/siele.v8i2.18366
DOI: https://doi.org/10.24071/llt.v26i1.4669
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Reski Pilu
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 1 Certificate (S1 = Level 1)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 1 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 169/E/KPT/2024. Validity for 5 years: Vol ... No 1, 20... till Vol ... No 2, 20...
Sinta 1 certificate to post here asap. Thank you for your patience and understanding.
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.