Flipped Learning in English Classrooms: A Systematic Literature Review

Abstract

This study explores the effects of flipped learning on grammar and vocabulary acquisition in students' critical thinking in an English classrooms. The researcher gathered articles from Scispace, Google Scholar , ProQuest and ERIC databases over a period from 2019 to 2024. Guided keywords in search led to a yield of 75 studies and 20 articles were selected by researcher that fit within the selection criteria. The researcher applied the five-phase method to rank and appraise the data gathered for this review. The findings continuously reflect that flipped learning is beneficial to the student regarding grammar, vocabulary, and general knowledge of the language. The studies showed improvements in grammatical correctness, interest, and reasoning skills across all educational backgrounds compared to traditional approaches. When comparing the flipped model to traditional methods, the learners significantly outperformed the latter due to differences in scores at the pretest and posttest, which demonstrated the model's potential. The qualitative findings indicate that flipped learning fosters self-directed learning, leading students to participate more actively. In conclusion, flipped classrooms promote language acquisition and critical thinking and are a powerful pedagogical model for the 21st century. ESL curricula should incorporate flipped learning, and to maximize its effectiveness.