A Critical Review of the Flipped Classroom Method in English Language Teaching

Abstract

Technology has changed our lives, needs, and expectations. These changes have changed teaching and learning approaches in education. In this setting, students are expected to actively manage their learning at their own speed, using techniques that suit their preferences and at times that meet their requirements. Teachers are viewed as guides and companions who support students throughout their educational journey. This study investigates the impact of flipped classrooms on English language instruction. Document analysis was used to analyze 16 sources (4 master's theses, eight journal articles, two books, and two scientific publications). The results suggest that flipped classrooms typically help learners achieve better academic outcomes, become more engaged in their studies, and take greater responsibility for their own learning. They also encourage students to speak up in class. However, some problems make it difficult to use more, such as not everyone having the same access to technology and teachers not receiving sufficient training.