Flipped learning has become a popular approach in various educational fields, including second language teaching. In this approach, the conventional educational process is reversed so that learners do their homework and prepare the material before going to class. Class time is then devoted to practice, discussion, and higher-order thinking tasks in order to consolidate learning. In this article, we meta-analysed 56 language learning reports involving 61 unique samples and 4,220 participants. Our results showed that flipped classrooms outperformed traditional classrooms, g = 0.99, 95% CI (0.81, 1.17), z = 10.90, p < .001. However, this effect had high heterogeneity (about 86%), while applying the Trim and Fill method for publication bias made it shrink to g = 0.58, 95% CI (0.37, 0.78). Moderator analysis also showed that reports published in non-SSCI-indexed journals tended to find larger effects compared to indexed ones, conference proceedings, and university theses. The effect of flipped learning did not seem to vary by age, but it did vary by proficiency level in that the higher proficiency the higher the effects. Flipped learning also had a clear and substantial effect on most language outcomes. In contrast, whether the intervention used videos and whether the platform was interactive did not turn out to be significant moderators. Meta-regression showed that longer interventions resulted in only a slight reduction in the effectiveness of this approach. We discuss the implications of these findings and recommend that future research moves beyond asking whether flipped learning is effective to when and how its effectiveness is maximized.

翻转学习已成为包括第二语言教学在内的各种教育领域的流行方法。在这种方法中，传统的教学过程被颠倒了，以便学习者在上课之前做功课并准备材料。然后，课堂时间专门用于练习，讨论和高阶思维任务，以巩固学习效果。在本文中，我们对56种语言学习报告进行了荟萃分析，涉及61个独特样本和4,220名参与者。我们的结果表明，翻转教室的表现优于传统教室，g = 0.99，95％CI（0.81，1.17），z = 10.90，p <.001。但是，此效果具有很高的异质性（约86％），而对发布偏见应用“修剪和填充”方法会使它缩小到G= 0.58，95％CI（0.37，0.78）。主持人分析还显示，与没有索引的期刊，会议记录和大学论文相比，在非SSCI索引的期刊上发表的报告倾向于发现更大的影响。翻转学习的效果似乎并未随年龄而变化，但随熟练程度而变化，因为熟练程度越高，效果越高。翻转学习对大多数语言结果也有明显而实质的影响。相反，该干预措施是否使用视频以及该平台是否具有交互性，并未成为重要的主持人。Meta回归表明，更长的干预只会导致这种方法的有效性略有下降。