Abstract

The present work synthesizes the studies in flipped language education based on Social Sciences Citation Index publications up to the year 2018. A sum of 33 studies were finalized as the targeted studies and our research questions were formulated regarding (1) the overall trend and features of the existing studies, (2) their research foci, (3) the role of technology, and (4) the integration of FL/L2 learning and teaching theories, models or strategies into flipped classroom. Some research gaps were identified, including a bias toward outcome-oriented quantitative studies over process-oriented qualitative studies. Additionally, an overwhelming majority of the studies were conducted from the learners’ perspectives, while few studies took the teachers’ perspectives. More importantly, to guide the course design and implementation, the present review proposed a comprehensive ‘interaction model’ integrating four key elements into flipped FL/L2 education. The model featured two types of interaction, namely ‘interaction with content’ and ‘interaction via content’, highlighting the uniqueness of flipped FL/L2 education. The study incorporated learner preparedness in the interaction model, entailing a practical interface for the principle of ‘design for failure’, that is, predicting and preparing contingencies for the times when in-class interactions do not go as planned for technical or other reasons.

摘要

本工作基于截至 2018 年的社会科学引文索引出版物，综合了翻转语言教育的研究。最终确定了 33 项研究作为针对性研究，并就以下方面提出了我们的研究问题：（1）现有研究，（2）他们的研究重点，（3）技术的作用，以及（4）将FL / L2学习和教学理论，模型或策略整合到翻转课堂中。确定了一些研究差距，包括偏向以结果为导向的定量研究而不是面向过程的定性研究。此外，绝大多数研究是从学习者的角度进行的，而很少有研究是从教师的角度进行的。更重要的是，指导课程设计和实施，本综述提出了一个综合“互动模型”，将四个关键要素整合到翻转式 FL/L2 教育中。该模型以“内容交互”和“内容交互”两种交互方式为特色，凸显了翻转式FL/L2教育的独特性。该研究将学习者的准备工作纳入交互模型中，为“为失败而设计”原则提供了一个实用界面，即在课堂交互因技术或其他原因未按计划进行时预测和准备突发事件。