A Systematic Review of Flipped Learning Approach in Improving Speaking Skills
Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teach.
- Pub. date: January 15, 2021
- Pages: 127-139
- 1400 Downloads
- 999 Views
- 8 Citations
Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils’ speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils’ speaking skills from various levels of education.
Keywords: Speaking skills, flipped learning approach, PRISMA, systematic literature review, education.
References
Abdullah, M. Y., Hussin, S., & 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. https://doi.org/10.3991/IJET.V14I09.10348
Abedi, P., Keshmirshekan, M. H., & Namaziandost, E. (2019). The comparative effect of flipped classroom instruction versus traditional instruction on Iranian Intermediate EFL learners’ English composition writing. Journal of Applied Linguistics and Language Research, 6(4), 43–56. https://bit.ly/3EtncOY
Adnyani, N. L. P. S., Sari, R. A., Suputra, P. E. D., Pastika, I. W., & Suparwa, I. N. (2018). Implementing ICT-Based phonology learning material using Blendspace through classroom action research. Aksara, 30(2), 319-330. https://doi.org/10.29255/aksara.v30i2.76.319-330
AlKhoudary, Y. A., & AlKhoudary, J. A. (2019). The effectiveness of flipping classroom model on EFL secondary school speaking skills. Indonesian EFL Journal, 5(2), 1-19. https://doi.org/10.25134/ieflj.v5i2.1811
Alnuhayt, S. S. (2018). Investigating the use of the flipped classroom method in an EFL vocabulary course. Journal of Language Teaching and Research, 9(2), 236–242. https://doi.org/10.17507/jltr.0902.03
Andujar, A., Salaberri-Ramiro, M. S., & Martínez, M. S. C. (2020). Integrating flipped foreign language learning through mobile devices: Technology acceptance and flipped learning experience. Sustainability, 12(3), 1-12. https://doi.org/10.3390/su12031110
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. https://doi.org/10.17263/JLLS.759300
Bezzazi, R. (2019). The effect of flipped learning on EFL learners’ public speaking in Taiwan. Journal on English as a Foreign Language, 9(1), 1-19. https://doi.org/10.23971/jefl.v9i1.1035
Carhill-Poza, A. (2019). Defining flipped learning for English learners in an urban secondary school. Bilingual Research Journal, 42(1), 90–104. https://doi.org/10.1080/15235882.2018.1561552
Cetinkaya, M. (2017). Designing and applying web assisted activities to be used in flipped classroom model. International Journal of Evaluation and Research in Education, 6(2), 128-137. https://doi.org/10.11591/ijere.v6i2.7591
Chen, M. A., & Hwang, G. (2020). Effects of a concept mapping-based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology, 51(3), 817–834. https://doi.org/10.1111/bjet.12887
David, A. R., Thang, S. M., & Azman, H. (2015). Accommodating low proficiency ESL students’ language learning needs through an online writing support system. e-Bangi: Journal of Social Sciences and Humanities, 12(4), 118-271. https://bit.ly/3jOrecH
Erdemir, N., & Yangın-Ekşi, G. (2019). The perceptions of student teachers about using an online learning environment ‘Edmodo’ in a ‘flipped classroom.’ SDU International Journal of Educational Studies, 6(2), 174–186. https://doi.org/10.33710/sduijes.638795
Fidalgo-Blanco, A., Martinez-Nuñez, M., Borrás-Gene, O., & Sanchez-Medina, J. J. (2017). Micro flip teaching ‒ An innovative model to promote the active involvement of students. Computers in Human Behavior, 72, 713–723. https://doi.org/10.1016/j.chb.2016.07.060
Gasmi, A. (2017). An investigation of the impact of flipped instruction on EFL students’ engagement in academic writing classes: A case study of foundation students in Oman [Unpublished doctoral dissertation]. University of Liverpool.
Gillette, C., Rudolph, M., Rockich-Winston, N., Stanton, R., & Anderson, H. G. (2017). Improving pharmacy student communication outcomes using standardized patients. American Journal of Pharmaceutical Education, 81(6), 1-8. https://doi.org/10.5688/ajpe816110.
Hashim, H. U., Yunus, M. M., & Hashim, H. (2019). 3-minutes pitching with flip grid: An antidote of innovation for speaking anxiety. International Journal of Innovative Technology and Exploring Engineering, 8(7), 1798-1801. https://bit.ly/3EtmYHC
Hsieh, J. S. C., Huang, Y., & Wu, W. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190. https://doi.org/10.1016/j.chb.2016.12.066
Isaias, P., McKimmie, B., Bakharia, A., Zornig, J., & Morris, A. (2017). How to flip a classroom and improve student learning and engagement: The case of PSYC1030. In D. G. Sampson, J. M. Spector, D. Ifenthaler & P. Isaias (Eds.),: Proceedings of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017) (pp. 60–69). IADIS Press . https://bit.ly/3CrRUHz
Islam, M. N., Salam, A., Bhuiyan, M., & Daud, S. B. (2018). A comparative study on achievement of learning outcomes through flipped classroom and traditional lecture instructions. International Medical Journal, 25(5), 314–317. https://bit.ly/3GuQQoR
Joseph, S., & Joy, S. (2019). Learning attitudes and resistance to learning language in engineering students. International Journal Innovative Technology and Exploring Engineering, 8(10), 2085–2091. https://doi.org/10.35940/ijitee.J9336.0881019.
Kader, H. B. A. (2018, February). The potential of flipped classroom pedagogical practice on classroom interactions in singapore primary classrooms [Master’s thesis, RMIT University]. RMIT University. https://bit.ly/3jJCwyQ
Karabulut-Ilgu, A., Cherrez, N. J., & Hassall, L. (2018). Flipping to engage students: Instructor perspectives on flipping large enrolment courses. Australasian Journal of Educational Technology, 34(4), 123–137. https://doi.org/10.14742/ajet.4036
Kepol, N. (2017). Quality Malaysian English language teachers: Examining a policy strategy. Malaysian Journal of Learning and Instruction, 14(1), 187–209. https://doi.org/10.32890/mjli2017.14.1.8
Koroglu, Z. C., & Cakir, A. (2017). Implementation of flipped instruction in language classrooms: An alternative way to develop speaking skills of pre-service English language teachers. International Journal of Education and Development using Information and Communication Technology, 13(2), 42-55. https://bit.ly/3Gzc1pB
Lee, G., & Wallace, A. (2018). Flipped Learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372
Lie, W. W., & Yunus, M. M. (2019). Flipped for a betterment: The acceptance level towards flipped learning among Malaysian ESL learners. Journal of Education and Development, 3(1), 69-75. https://doi.org/10.20849/jed.v3i1.569
Lin, C., & Hwang, G. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Educational Technology and Society, 21(2), 205–219. https://bit.ly/3bkYV0X
Mahendra, I. G. A. B., Adnyani, L. D. S., & Budiarta, L. G. R. (2020). The impact of flipped learning 3.0 and self-regulated learning toward eleventh grade students’ speaking performance. International Journal of Language and Literature, 4(3), 111-122. https://doi.org/10.23887/ijll.v4i3.30296
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2010, May 26). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336-341. https://doi.org/10.1016/j.ijsu.2010.02.007
Nair, V., Muniandy, M., Santhanasamy, C., Arumugam, D., Nabilah, I., & Hashim, H. (2021). Language learning strategies employed by pupils at a rural primary school in Malaysia. International Journal of Academic Research in Business and Social Sciences, 11(6), 689–702. http://dx.doi.org/10.6007/IJARBSS/v11-i6/10021
Parra-González, M. E., Belmonte, J. L., Segura-Robles, A., & Cabrera, A. F. (2020). Active and emerging methodologies for ubiquitous education: Potentials of flipped learning and gamification. Sustainability, 12, 1-11. https://doi.org/10.3390/su12020602
Quyen, T. T. T., & Loi, N. V. (2018). Flipped model for improving students’ English speaking performance. Can Tho University Journal of Science, 54(2), 90-97. https://doi.org/10.22144/ctu.jen.2018.012
Rafiq, K. M., Hashim, H., Yunus, M. M., & Norman, H. (2020). ìSPEAK: Using mobile-based online learning course to learn ‘English for the workplace’. International Journal of Interactive Mobile Technologies, 14(8), 19-31. https://doi.org/10.3991/ijim.v14i08.13185
Rahman, S. F. A., Yunus, M. M., & Hashim, H. (2019). A technology acceptance model (TAM): Malaysian ESL lecturers’ attitude in adapting flipped learning. Malaysian Journal of Education/ Jurnal Pendidikan Malaysia, 44(1), 43–54. https://doi.org/10.17576/jpen-2019-44.01si-04
Riza, Z., & Setyarini, S. (2019). EFL flipped-classroom: Promoting HOTS in speaking skill. Advances in Social Science, Education and Humanities Research, 430, 251–255. https://doi.org/10.2991/assehr.k.200406.051
Santosa, M. H. (2017). Learning approaches of Indonesian EFL Gen Z students in a flipped learning context. Journal on English as a Foreign Language, 7(2), 183-208. https://doi.org/10.23971/jefl.v7i2.689
Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 26(1), 70–84. https://doi.org/10.1177/1356336X19826603
Shyr, W., & Chen, C. (2018). Designing a technology-enhanced flipped learning system to facilitate students’ self-regulation and performance. Journal of Computer Assisted Learning, 34, 53–62. https://doi.org/10.1111/jcal.12213
Sidky, G. (2019). The flipped classroom enhances students’ speaking skills. Journal of Studies in Curriculum and Teaching Methods, 243(243), 22-50. https://doi.org/10.21608/mjat.2019.103069 [In Arabic]
Singh, C. K. S., Singh, H. S. S. J., Singh, T. S. M., Ja’afar, H., Abdullah, M. S., Mostafa, N. A., & Zamri, M. L. (2018). Flipped classroom approach for improving speaking skills of TVET trainees. International Journal of Applied Linguistics and English Literature, 7(7), 27-39. https://doi.org/10.7575/aiac.ijalel.v.7n.7p.40
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324. https://doi.org/10.1080/13562517.2017.1379481
Vellayan, G., Singh, C. K. S., Tek, O. E., Yunus, M. M., Singh, T. S. M., & Mulyadi, D. (2020). A review of studies on cooperative learning strategy to improve ESL students’ speaking skills. Turkish Journal of Computer and Mathematics Education, 12(3), 63-68. https://doi.org/10.17762/turcomat.v12i3.466
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971
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), 1–20. https://doi.org/10.28945/3635
Yesilcinar, S. (2019). Using the flipped classroom to enhance adult EFL learners’ speaking skills. PASAA, 58, 206–234. https://bit.ly/3vY5mAD
Yoon, Y. S., & Kim, N. (2020). To flip or not to flip: A comparative study on flipped, blended, and conventional learning in EFL Korean context. The Journal of Asia TEFL, 17(4), 1363-1376. https://doi.org/10.18823/asiatefl.2020.17.4.13.1363
Zainuddin, Z., Habiburrahim, Muluk, S., & Keumala, C. M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8(3), 678–690. https://doi.org/10.17509/ijal.v8i3.15270
Zainuddin, Z., Hermawan, H. D., Nuraini, F., & Prayitno, S. M. (2019). Students’ learning experiences with LMS Tes Teach in flipped-class instruction. Elinvo: Electronics, Informatics, and Vocational Education, 4(1), 1–11. https://doi.org/10.21831/elinvo.v4i1.24405
Zainuddin, Z., & Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon, 26(4), 281–290. https://doi.org/10.1108/OTH-04-2017-0016