Abstract

This paper presents a systematic review of the literature on flipped language classrooms from the perspectives of theoretical foundations, learning activities, tools, research topics and findings based on an analysis of 34 published articles. The results indicate that various research methods (e.g., tests, surveys, and interviews) were applied in the selected studies and different types of e-tools (e.g., video-watching tools, online learning platforms, online discussion tools, and video-making tools) were used in the flipped language classrooms. The findings also reveal that the flipped language classroom not only improved students’ academic performance and cultivated their learning motivation but also developed their self-regulation, confidence, and higher-order thinking skills. Other research topics in the reviewed articles included the effects of external and learner factors on the flipped learning approach, students’ readiness and technology acceptance, the flipped learning process, students' interactions, and teacher perceptions.

摘要

本文基于对 34 篇已发表文章的分析，从理论基础、学习活动、工具、研究主题和发现的角度对翻转语言课堂的文献进行了系统回顾。结果表明，在选定的研究中应用了各种研究方法（例如，测试、调查和访谈）和不同类型的电子工具（例如，视频观看工具、在线学习平台、在线讨论工具和视频制作）工具）被用于翻转语言课堂。研究结果还表明，翻转语言课堂不仅提高了学生的学业成绩，培养了他们的学习动机，还培养了他们的自我调节能力、自信心和高阶思维能力。