Synthesis of Research on Comparison of Effectiveness of Flipped Learning and Traditional Teaching Method on English Language Teaching and Learning during 2014-2020 through Meta-analysis
Keywords:
Flipped Learning, Meta-analysis, Achievement scores, Traditional teaching method, Content analysisAbstract
This meta-analysis study aims at finding whether Flipped Learning was more effective than traditional teaching method in English language teaching in seven skill areas of reading, writing, listening, speaking, grammar, vocabulary, and general English comprehension in achievement test scores, which were categorized into two variables: lower education and higher education. The study collected 211 academic studies on Flipped Learning published from 2014 to 2020 from 25 countries. Eighty-one data entries from 70 studies were obtained for the meta-analysis. RevMan 5.4.1 software was used to analyze the data under random-effects model settings with p< 0.05 and at 95% CI. In the comparison, the traditional teaching method was found more significantly effective than the Flipped Learning approach in all skill areas, but it was not significant in listening at lower education, grammar at higher education, and vocabulary learning at higher education. The findings might help the teachers and educators to be able to choose the right teaching approaches for their contexts, and students would be aware that the traditional method was more effective for achievement test scores. Further, meta-analysis studies were suggested with larger data collection at the primary level, and other aspects of language learning.
References
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Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course, Journal of Language Teaching & Research. 9(2), 236-242. Retrieved July 31,2020 from http://www.dx.doi.org/10.17507/jltr.0902.03
Anwar, C. (2017). Flipped classroom in teaching vocabulary to EFL young learners. indigenous norms to the coming age of one Asia, 109–115. Proceedings of the 2nd TEYLIN International Conference Retrieved August 5, 2019 from
https://www.doi.org/10.24176/03.3201.13
Anwar, C. and Pratama, A. (2016). Flipped classroom in speaking learning for young learners, Proceedings of the 1st 2016 TEYLIN International Conference, Retrieved July 21,2019 from https://www.researchgate.net/publication/313632359
Arifani, Y. (2019). The application of small group and individual flipped model with whatsApp to foster EFL learners’ cohesive writing skill, Library Hi Tech News. 36(4), 10-12. Retrieved March 22, 2019 from https://www.doi.org/10.1108/LHTN-12-2018-0075
Aydin,M., Okmen, B. Sahin, S. and Kilic, A. (2021). The meta-analysis of the studies about the effects of flipped learning and students’ achievement. Turkish Online—Journal of Distance Education, TOJDE, 22 (1), 33-51.
Birgili,B., Seggie, F.N. & Oguz, E. (2021). The trends and outcomes of flipped learning research between 2012-2018: a descriptive content analysis, Journal of Computers in Education, 1-30.
Clark, R., Kaw, A., Lou, Y., Scott, A. and Besterfield-Sacre, M. (2018). Evaluating blended and flipped Instruction in numerical methods at multiple engineering schools, International Journal for the Scholarship of Teaching and Learning. 12(1). Art 11, 1-18. Retrieved June 30, 2019 from https://www.doi.org/10.20429/ijsotl.2018.120111
Clement, J. (2019). Internet: most common languages online 2019. Retrieved September 13, 2019, from https://www.statista.com/statistics/262946
Cohen, L., Manion, L. and Morrison, K. (2007). Research methods in education. London : Routledge.
Correa, M. (2015). Flipping the foreign language classroom and critical pedagogies: A (new) old trend, Higher Education for the Future. 2(2), 114-125. doi:10.1177/2347631115584122. Retrieved September 12, 2019, from https://www.researchgate.net/publication/281234169.
Dixon, K.L (2017). The effect of the flipped classroom and urban high school students’motivation and academic achievement in a high school science course.A dissertation presented in partial fulfillment of the requirement for the degree of Doctor of Education of Liberty University, Lynchburg, VA.
Egbert, J., Herman, D. and Lee, H. (2015). Flipped instruction in English language teacher education: a design-based study in a complex, open-ended learning environmen, TESL-EJ. 19(2), 1–23. Retrieved August 5, 2019 from http://www.tesl-ej.org/wordpress/issues/volume19/ej74/ej74a5/
Engin, M. (2014). Extending the flipped classroom model: developing second language writing skills through student-created digital videos, Journal of the Scholarship of Teaching & Learning. 14(5), 12–26. Retrieved June 4, 2020 from
https://www.doi.org/10.14434/josotlv14i5.12829
Hamdan, N., McKnight, P, McKnight,K. & Arfstrom,K.M. (2013). A review of flipped learning, Flipped learning Network,Pearson, 1-21, Retrieved May 1,2020 from flippedlearning.org.
Hava, K. (2021). The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level. Participatory Education Research. 8 (1), 379-394, Retrieved January 25, 2021 from http://www/perjournal.com
Hinkel, E. (2011). (ed). Handbook of research in second language teaching and learning Volume II, USA: Routledge Tylor & Francis Group.
Kaydet, T. B. and Özkan, M. B. (2019). Implementation of flipped classroom in English class of 5th grade in secondary school, International Journal of Eurasian Education and Culture. 4(6), 38–50.
Kim, M.K., Kim,S.M. Khera, O. and Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles doi: 10.1016/s j.ihedhuc.2014.04.003, 1-55.
Kostka, I. and Brinks, L., R. (2015). What’s on the Internet for flipping English language instruction? Retrieved December 1, 2019, from http://www.tesl-ej.org/wordpress/issues/volume19/ej74/ej74int/
Kozikoğlu, İ. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study, International Journal of Instruction. 12(1), 851–868. Retrieved June 1,2020 from https://www.doi.org/10.29333/iji.2019.12155a.
Larsen-Freeman, D. & Anderson,M. (2011). Techniques and principles in language teaching, 3rd edition, New York: Oxford University Press. .
Leis, A. and Brown, K. (2016). Flipped learning in an EFL environment: does the teacher’s experience affect learning outcomes?, The EUROCALL Review. 26(1), 3–13.
Li, Z., Wang, H.-M., Wang, D.-G. and Jia, X.-J. (2017). application of flipped classroom in grammar teaching. Proceedings of 3rd Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2017). 254-260. Retrieved August 15,2019 from https://www.researchgate.net/publication/320940167
Lin, C.-J. and Hwang, G.-J. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom, Educational Technology & Society. (2), 205.
Mehring, J. (2015). An exploratory study of the lived experiences of Japan undergraduate EFL students in the flipped classroom. Unpublished Doctoral Dissertation. Pepperdine University : Malibu. 1-10.
Moran, C. & Young , C. (2014). Chapter 9 active learning in the flipped English language arts classroom. In J. Keengwe, G. Onchwari & J.M. Oigara (eds.). Remoting active learning throughthe flipped classroom model.163-184.
Pudin, C. S. J. (2017). Exploring a flipped learning approach in teaching grammar for ESL students, IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics). 2(1), 51. Retrieved May 24,2019 from https://www.doi.org/10.21093/ijeltal.v2i1.47.
Ramirez,D.,Hinojosa, C & Rodriguez, F. (2014). Advantages and disadvantages of flipped classroom:STEM students’ perceptions. Proceedings of 7th International Conference of Education “Research and Innovation” ICERI, Seville,Spain, 121-127.
Roth, C. and Suppasetseree, S. (2016). Flipped classroom: can it enhance English listening comprehension for pre-university students in Cambodia? Retrieved November 4, 2019, from ResearchGate website: https://www.researchgate.net/publication/313477225
Shi, J. (2017). Investigation and research on the emotional anxiety current situation of learners in flipped classroom, Proceedings of 7th International Conference on Social Network, Communication and Education (SNCE 2017), Vol. 82, 865-869, Retrieved August 15,2019 from anlantis-press.com.
Song, S. M. (2019). Can flipped learning be an alternative?: A critical review based on the essence of flipped learning, Journal of Learner-Centered Curriculum and Instruction. 19(6), 1387-1410.
Sripor, S. (2018). Poor O-Net results nationally – but then there’s Supawadi. The Nation. Retrieved December 18, 2019 from http://www.nationmultimedia.com/detail/national/30341839
Sundari, H. (2017). Classroom interaction teaching English as foreign language at lower secondary schools in Indonesia. Advances in Language and Literature Studies. Retrieved 23 March 2020 at www.alls.aiac.org.au.
Suranakkharin, T. (2017). Using the flipped model to foster Thai learners' second language collocation knowledge. 3L, Southeast Asian Journal of English Language Studies. 23(4), 1-20. Retrieved December 21, 2019 from http://www.doi:10.17576/3L-2017-2303-01
Tiahrt, T. and Porter, J. C. (2016). What do I do with this flipping classroom: ideas for effectively using class time in a flipped course, Business Education Innovation Journal. 8(2), 85–91. Retrieved November 2, 2019 from http://www.elmstpress.com/images/811V8N2_final-6.pdf
Umutlu, D. & Akpinar, Y. (2017). Effects of different video modalities in flipped English writing classes on students’ writing scores. Contemporary Educational Technology, 12 (2): 1-16 Retrieved August 10,2019 from https://www.doi.org/10.30935/cedtech7993.
Vuong, N. H. A., Tan, C. K. and Lee, K. W. (2018). students’ perceived challenges of attending a flipped EFL classroom in Vietnam, Theory and Practice in Language Studies. 8 (11), 1504-1510, Retrieved July 29, 2019 ,https://www.doi.org/10.17507/tpls.0811.16
Wang, J., An, N. and Wright, C. (2018). Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom, Computer Assisted Language Learning. 31(5-6),1-29. Retrieved May 23, 2019 from https://www.doi:10.1080/09588221.2017.1417872
Wang, T. (2007). The comparison of the difficulties between cooperative learning and traditional teaching methods in college English teachers, The Journal of Human Resource and Adult Learning. 3(2), 23-30. Retrieved February 2, 2019 from http://www.hraljournal.com/Page/4%20Tzu-Pu%20Wang.pdf
Wiratchai, N. (1999). A meta-analysis. Bangkok : Chulalongkorn University Press.
Xinying, Z. (2017). Researching into a MOOC embedded flipped classroom model for college english reading and writing course. research-publishing.net. Research-publishing.net. Retrieved January 19, 2019 from https://www.doi.org/10.14705/rpnet.2017.mooc2016.668
Yang, C. C. R. (2017). An investigation of the use of the “flipped classroom” pedagogy in secondary English language classrooms, Journal of Information Technology Education: Innovations in Practice. 16, 1–20. Retrieved January 19, 2019 from http://www.informingscience.org/Publications/3635
Yıldirım, G. (2017). A new learning approach: flipped classroom and its impacts, Acta Didactica Napocensia. 10(2), 31-44.
Yoon, S. (2013). Education reform has to start in the “flipped classroom.” Retrieved March 31, 2019 from http://www.nationthailand.com/opinion/30222422
Zainuddin, Z. & Attaran,M. (2016). Malaysian students’ perceptions of flipped classrooms: a case study. Innovations in Education and Teaching International. 53(6), 660-670.
Zazulak,S. (2017). The international companies using English as a common business language. Retrieved January 20, 2019 from https://www.english.com/blog/english-as-a-common-business-language/
Zhang, H., Du, X., Yuan, X. and Zhang, L. (2016). The effectiveness of the llipped classroom mode on the English pronunciation course, Creative Education. 7(09), 1340–1346. Retrieved September 15, 2019 from https://www.doi.org/10.4236/ce.2016.79139
Abdullah, M.Y., Hussin, S. and Ismail, K. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance, International Journal of Emerging Technologies in Learning. 14(9), 130–147. Retrieved August 15, 2020 from https://www.doi.org/10.3991/ijet.v14i09.10348
Alhamami, M. and Khan, M. (2019). Effectiveness of flipped language learning classrooms and students’ perspectives, Journal on English as a Foreign Language. 9, 71–86. Retrieved July 31,2020 from https://www.doi.org/10.23971/jefl.v9i1.1046
Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course, Journal of Language Teaching & Research. 9(2), 236-242. Retrieved July 31,2020 from http://www.dx.doi.org/10.17507/jltr.0902.03
Anwar, C. (2017). Flipped classroom in teaching vocabulary to EFL young learners. indigenous norms to the coming age of one Asia, 109–115. Proceedings of the 2nd TEYLIN International Conference Retrieved August 5, 2019 from
https://www.doi.org/10.24176/03.3201.13
Anwar, C. and Pratama, A. (2016). Flipped classroom in speaking learning for young learners, Proceedings of the 1st 2016 TEYLIN International Conference, Retrieved July 21,2019 from https://www.researchgate.net/publication/313632359
Arifani, Y. (2019). The application of small group and individual flipped model with whatsApp to foster EFL learners’ cohesive writing skill, Library Hi Tech News. 36(4), 10-12. Retrieved March 22, 2019 from https://www.doi.org/10.1108/LHTN-12-2018-0075
Aydin,M., Okmen, B. Sahin, S. and Kilic, A. (2021). The meta-analysis of the studies about the effects of flipped learning and students’ achievement. Turkish Online—Journal of Distance Education, TOJDE, 22 (1), 33-51.
Birgili,B., Seggie, F.N. & Oguz, E. (2021). The trends and outcomes of flipped learning research between 2012-2018: a descriptive content analysis, Journal of Computers in Education, 1-30.
Clark, R., Kaw, A., Lou, Y., Scott, A. and Besterfield-Sacre, M. (2018). Evaluating blended and flipped Instruction in numerical methods at multiple engineering schools, International Journal for the Scholarship of Teaching and Learning. 12(1). Art 11, 1-18. Retrieved June 30, 2019 from https://www.doi.org/10.20429/ijsotl.2018.120111
Clement, J. (2019). Internet: most common languages online 2019. Retrieved September 13, 2019, from https://www.statista.com/statistics/262946
Cohen, L., Manion, L. and Morrison, K. (2007). Research methods in education. London : Routledge.
Correa, M. (2015). Flipping the foreign language classroom and critical pedagogies: A (new) old trend, Higher Education for the Future. 2(2), 114-125. doi:10.1177/2347631115584122. Retrieved September 12, 2019, from https://www.researchgate.net/publication/281234169.
Dixon, K.L (2017). The effect of the flipped classroom and urban high school students’motivation and academic achievement in a high school science course.A dissertation presented in partial fulfillment of the requirement for the degree of Doctor of Education of Liberty University, Lynchburg, VA.
Egbert, J., Herman, D. and Lee, H. (2015). Flipped instruction in English language teacher education: a design-based study in a complex, open-ended learning environmen, TESL-EJ. 19(2), 1–23. Retrieved August 5, 2019 from http://www.tesl-ej.org/wordpress/issues/volume19/ej74/ej74a5/
Engin, M. (2014). Extending the flipped classroom model: developing second language writing skills through student-created digital videos, Journal of the Scholarship of Teaching & Learning. 14(5), 12–26. Retrieved June 4, 2020 from
https://www.doi.org/10.14434/josotlv14i5.12829
Hamdan, N., McKnight, P, McKnight,K. & Arfstrom,K.M. (2013). A review of flipped learning, Flipped learning Network,Pearson, 1-21, Retrieved May 1,2020 from flippedlearning.org.
Hava, K. (2021). The effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level. Participatory Education Research. 8 (1), 379-394, Retrieved January 25, 2021 from http://www/perjournal.com
Hinkel, E. (2011). (ed). Handbook of research in second language teaching and learning Volume II, USA: Routledge Tylor & Francis Group.
Kaydet, T. B. and Özkan, M. B. (2019). Implementation of flipped classroom in English class of 5th grade in secondary school, International Journal of Eurasian Education and Culture. 4(6), 38–50.
Kim, M.K., Kim,S.M. Khera, O. and Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles doi: 10.1016/s j.ihedhuc.2014.04.003, 1-55.
Kostka, I. and Brinks, L., R. (2015). What’s on the Internet for flipping English language instruction? Retrieved December 1, 2019, from http://www.tesl-ej.org/wordpress/issues/volume19/ej74/ej74int/
Kozikoğlu, İ. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study, International Journal of Instruction. 12(1), 851–868. Retrieved June 1,2020 from https://www.doi.org/10.29333/iji.2019.12155a.
Larsen-Freeman, D. & Anderson,M. (2011). Techniques and principles in language teaching, 3rd edition, New York: Oxford University Press. .
Leis, A. and Brown, K. (2016). Flipped learning in an EFL environment: does the teacher’s experience affect learning outcomes?, The EUROCALL Review. 26(1), 3–13.
Li, Z., Wang, H.-M., Wang, D.-G. and Jia, X.-J. (2017). application of flipped classroom in grammar teaching. Proceedings of 3rd Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2017). 254-260. Retrieved August 15,2019 from https://www.researchgate.net/publication/320940167
Lin, C.-J. and Hwang, G.-J. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom, Educational Technology & Society. (2), 205.
Mehring, J. (2015). An exploratory study of the lived experiences of Japan undergraduate EFL students in the flipped classroom. Unpublished Doctoral Dissertation. Pepperdine University : Malibu. 1-10.
Moran, C. & Young , C. (2014). Chapter 9 active learning in the flipped English language arts classroom. In J. Keengwe, G. Onchwari & J.M. Oigara (eds.). Remoting active learning throughthe flipped classroom model.163-184.
Pudin, C. S. J. (2017). Exploring a flipped learning approach in teaching grammar for ESL students, IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics). 2(1), 51. Retrieved May 24,2019 from https://www.doi.org/10.21093/ijeltal.v2i1.47.
Ramirez,D.,Hinojosa, C & Rodriguez, F. (2014). Advantages and disadvantages of flipped classroom:STEM students’ perceptions. Proceedings of 7th International Conference of Education “Research and Innovation” ICERI, Seville,Spain, 121-127.
Roth, C. and Suppasetseree, S. (2016). Flipped classroom: can it enhance English listening comprehension for pre-university students in Cambodia? Retrieved November 4, 2019, from ResearchGate website: https://www.researchgate.net/publication/313477225
Shi, J. (2017). Investigation and research on the emotional anxiety current situation of learners in flipped classroom, Proceedings of 7th International Conference on Social Network, Communication and Education (SNCE 2017), Vol. 82, 865-869, Retrieved August 15,2019 from anlantis-press.com.
Song, S. M. (2019). Can flipped learning be an alternative?: A critical review based on the essence of flipped learning, Journal of Learner-Centered Curriculum and Instruction. 19(6), 1387-1410.
Sripor, S. (2018). Poor O-Net results nationally – but then there’s Supawadi. The Nation. Retrieved December 18, 2019 from http://www.nationmultimedia.com/detail/national/30341839
Sundari, H. (2017). Classroom interaction teaching English as foreign language at lower secondary schools in Indonesia. Advances in Language and Literature Studies. Retrieved 23 March 2020 at www.alls.aiac.org.au.
Suranakkharin, T. (2017). Using the flipped model to foster Thai learners' second language collocation knowledge. 3L, Southeast Asian Journal of English Language Studies. 23(4), 1-20. Retrieved December 21, 2019 from http://www.doi:10.17576/3L-2017-2303-01
Tiahrt, T. and Porter, J. C. (2016). What do I do with this flipping classroom: ideas for effectively using class time in a flipped course, Business Education Innovation Journal. 8(2), 85–91. Retrieved November 2, 2019 from http://www.elmstpress.com/images/811V8N2_final-6.pdf
Umutlu, D. & Akpinar, Y. (2017). Effects of different video modalities in flipped English writing classes on students’ writing scores. Contemporary Educational Technology, 12 (2): 1-16 Retrieved August 10,2019 from https://www.doi.org/10.30935/cedtech7993.
Vuong, N. H. A., Tan, C. K. and Lee, K. W. (2018). students’ perceived challenges of attending a flipped EFL classroom in Vietnam, Theory and Practice in Language Studies. 8 (11), 1504-1510, Retrieved July 29, 2019 ,https://www.doi.org/10.17507/tpls.0811.16
Wang, J., An, N. and Wright, C. (2018). Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom, Computer Assisted Language Learning. 31(5-6),1-29. Retrieved May 23, 2019 from https://www.doi:10.1080/09588221.2017.1417872
Wang, T. (2007). The comparison of the difficulties between cooperative learning and traditional teaching methods in college English teachers, The Journal of Human Resource and Adult Learning. 3(2), 23-30. Retrieved February 2, 2019 from http://www.hraljournal.com/Page/4%20Tzu-Pu%20Wang.pdf
Wiratchai, N. (1999). A meta-analysis. Bangkok : Chulalongkorn University Press.
Xinying, Z. (2017). Researching into a MOOC embedded flipped classroom model for college english reading and writing course. research-publishing.net. Research-publishing.net. Retrieved January 19, 2019 from https://www.doi.org/10.14705/rpnet.2017.mooc2016.668
Yang, C. C. R. (2017). An investigation of the use of the “flipped classroom” pedagogy in secondary English language classrooms, Journal of Information Technology Education: Innovations in Practice. 16, 1–20. Retrieved January 19, 2019 from http://www.informingscience.org/Publications/3635
Yıldirım, G. (2017). A new learning approach: flipped classroom and its impacts, Acta Didactica Napocensia. 10(2), 31-44.
Yoon, S. (2013). Education reform has to start in the “flipped classroom.” Retrieved March 31, 2019 from http://www.nationthailand.com/opinion/30222422
Zainuddin, Z. & Attaran,M. (2016). Malaysian students’ perceptions of flipped classrooms: a case study. Innovations in Education and Teaching International. 53(6), 660-670.
Zazulak,S. (2017). The international companies using English as a common business language. Retrieved January 20, 2019 from https://www.english.com/blog/english-as-a-common-business-language/
Zhang, H., Du, X., Yuan, X. and Zhang, L. (2016). The effectiveness of the llipped classroom mode on the English pronunciation course, Creative Education. 7(09), 1340–1346. Retrieved September 15, 2019 from https://www.doi.org/10.4236/ce.2016.79139
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2021-06-26
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ซิงค์ ชิงงาคำ ด., & Chayanuvat, . A. (2021). Synthesis of Research on Comparison of Effectiveness of Flipped Learning and Traditional Teaching Method on English Language Teaching and Learning during 2014-2020 through Meta-analysis . INTHANIN THAKSIN JOURNAL THAKSIN UNIVERSITY, 16(1), 79–103. retrieved from https://so02.tci-thaijo.org/index.php/HUSOTSU/article/view/250047
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