Abstract
The Flipped Classroom (FC) model, a teaching method used in various educational settings, including language learning, aims to improve student engagement and understanding. Its application in English language learning involves restructuring traditional teaching and learning methods. This study was meticulously designed to assess FC’s effectiveness in improving English language proficiency. A comprehensive meta-analysis was conducted on research articles from January 2021 to November 2023, retrieved from ERIC and the Scopus Index. After a rigorous independent review and data extraction process by two reviewers, nine studies with a total of 705 participants were included. The methodological quality of the selected articles was evaluated using the Fail-Safe N for Publication Bias Assessment. The results, which showed that FC was more effective than conventional methods in enhancing overall English language proficiency (SMD=0.85, 95% CI -0.57 to 1.12, P<.001, I2=65.45%), knowledge (SMD=0.84, 95% CI -0.55 to 1.12, P<.001, I2=49.49%), and skills (SMD=0.70, 95% CI -0.30 to 1.11, P<.01, I2=75.97%), instill confidence in the robustness of our findings. These results suggest that FC has the potential to significantly improve English language acquisition outcomes. However, further research with larger sample sizes is needed to confirm and strengthen these results.
Keywords: flipped learning, flipped classroom, teaching english, english educational, meta-analysis
Thada Jantakoon, Kitsadaporn Jantakun, Thiti Jantakun, Atjana Noibuddee, Rungfa Pasmala, Panita Wannapiroon, Prachyanun Nilsook (2025) The Effectiveness of Flipped Classroom in English Language Learning: A Meta-Analysis. World Journal of English Language Vol. 15, No. 3; 2025, pp. 50-64.
https://doi.org/10.5430/wjel.v15n3p50