Flipped classroom methodology and its effect on english language learning outcomes in higher education
DOI:
https://doi.org/10.63688/rhvree97Keywords:
flipped classroom, English language learning, higher education, student engagementAbstract
The flipped classroom methodology combines autonomous pre-class preparation with active, collaborative, and teacher-guided classroom activities. This study aimed to analyze its effect on English language learning outcomes in higher education. An integrative literature review was conducted through a systematic search process based on the identification, screening, eligibility, and inclusion stages established by PRISMA 2020. The literature search covered the period from 2022 to 2026, and 15 publications published between 2022 and 2025 met the eligibility criteria. The findings were organized into four thematic categories: English language achievement and skill development, student engagement and active participation, self-regulated learning and higher-order thinking, and technological and pedagogical implementation conditions. The results indicate that the flipped classroom may improve overall English language achievement, particularly reading and speaking, as well as participation, self-regulation, collaboration, and higher-order thinking. However, the effects varied according to students’ proficiency level, intervention duration, instructional design, technological access, quality of pre-class materials, and teacher guidance. Difficulties related to insufficient preparation, workload, technical problems, unequal access, and weak connections between pre-class and in-class activities were also identified. It is concluded that the flipped classroom can strengthen English language teaching when implemented as a structured pedagogical model that integrates accessible resources, meaningful activities, student responsibility, and continuous teacher mediation.
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Copyright (c) 2026 Diego Alejandro Fernández Cando, Marco Paul Beltrán Semblantes, Katheryn Vanesa Trujillo Guerra, Marlon Josué Quezada Chango, Washington Salomón Viera Flores (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
