Flipped Classroom in College English Language Teaching in China: A Systematic Review
Main Article Content
Keywords
college English language education, flipped classroom, systematic review
Abstract
In China, technology-driven advancements have prompted innovative approaches to English language teaching, with the flipped classroom gaining popularity among instructors. While there is increasing enthusiasm among instructors in China regarding the adoption of the flipped classroom, comprehensive research on its effectiveness in this context is lacking. In light of this, using a systematic literature review approach, this study seeks to examine trends and findings in flipped classroom instruction in English language college education. A total of 106 publications from China National Knowledge Infrastructure (CNKI) were reviewed and analysed. The findings revealed a growing adoption of the flipped classroom since 2013, with a focus on its teaching application. Challenges and benefits were identified, providing valuable insights for both instructors and researchers.
References
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Chen, Y. (2019). Localization dilemma of college English flipped-classroom and its solutions. Theory and Practice of Education, (30), 37-39. doi: CNKI:SUN: JYLL.0.2019-30-013.
Cui, Y. H., & Wang, Y. (2014). Flipped class model and its application to college English teaching. China Audiovisual Education, (11), 116-121. https://doi.org/10.3969/j.issn.1006-9860.2014.11.021.
Deng, F. (2019). Literature review of the flipped classroom. Theory and Practice in Language Studies, 9(10), 1350-1356. https://doi.org/10.17507/TPLS.0910.14.
Dong, N, H. (2021). On the effectiveness of applying "Flipped Classroom + MicroClass" in open university English
teaching. Vocational and Technical Education, (17), 48-51. https://kns.cnki.net/kcms2/article/abstract?v=r_PES8duRps2_80E7BEkQblsXF6_GllJZqtYORZYPC7ySYSB3k4T2_jIxlPpy0v5fPwhWU3t_t0LKPhH3rbm_kfl65tcI1NK72CtuiotNfFc8Z3RpzcQiw0kp5DetcvJM75SM8epBmNqh_Dk6IQqV6psO3JaynNGGevajH-iQBPpVUdtS3En1KC8QWjbJl&uniplatform=NZKPT&language=CHS.
Ekmekci, E. (2017). The flipped writing classroom in Turkish EFL context: A comparative study on a new model. Turkish Online Journal of Distance Education, 18(2), 151-167. https://doi.org/10.17718/TOJDE.306566.
Fraenkel, J.R., & Wallen, N. (2000). How to design and evaluate research in education (4th ed.). New York: McGraw-Hill.
He, J. (2016). The variant practice and enlightenments of flipped classroom teaching mode—based on an empirical study of English language teaching in higher vocational colleges. Vocational and Technical Education, (11), 29-32. https://doi.org/10.3969/j.issn.1008-3219.2016.11.012.
He, Y. H., & Qin, L. L. (2022). Actualization of ecological affordances: A comparative study between flipped classroom and traditional classroom teaching of college English. Foreign Languages and Literature, (05), 131-141. https://doi.org/10.3969/j.issn.1674-6414.2022.05.017.
Hu, J. H., & Wu, Z. J. (2014). An empirical study on the MOOC-based college English flipped classroom instructional model. Foreign Language Audiovisual Teaching, (6), 40-45. doi: https://doi.org/10.3969/j.issn.1001-5795.2014.06.006.
Huang, D. M. (2021). An empirical research of the effect of FCM on university students’ English learning anxiety. Journal of PLA University of Foreign Languages, (05), 26-33+136. https://d.wanfangdata.com.cn/periodical/Ch9QZXJpb2RpY2FsQ0hJTmV3UzIwMjQxMTA1MTcxMzA0EhNqZmp3Z3l4eXhiMjAyMTA1MDA0GghyaG-FicWI0Nw%3D%3D.
Huang, Y. S., & Lu, Y. M. (2016). The impact of flipped classroom on the vocabulary learning strategies of science and engineering students. Modern Educational Technology, (12), 93-98. https://doi.org/10.3969/j.issn.1009-8097.2016.12.014.
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life Sciences Education, 14(1), 1-12. https://doi.org/10.1187/CBE.14-08-0129.
Kowalczyk, N., & Truluck, C. (2013). Literature reviews and systematic reviews: What is the difference? Radiologic Technology, 85(2), 219-222. https://openurl.ebsco.com/EPDB%3Agcd%3A2%3A6871890/detailv2?sid=ebsco%3Aplink%3Ascholar&id=ebsco%3Agcd%3A91736524&crl=c&link_origin=scholar.google.com.
Li, G. W., & Ge, L. L. (2020). Construction and application of a corpus-based EAP flipped classroom teaching model. Foreign Language World, (03), 89-96. https://d.wanfangdata.com.cn/periodical/Ch9QZXJpb2RpY2FsQ0hJTmV3UzIwMjQxMTA1MTcxMzA0Egx3eWoyMDIwMDMwMTIaCG9vdWZmdHVp.
Li, J. N., & Wu, Z. J. (2015). Practice and reflections of flipped college English class. Chinese Foreign Language, 12(6),
4-9. https://d.wanfangdata.com.cn/periodical/Ch9QZXJpb2RpY2FsQ0hJTmV3UzIwMjQxMTA1MTcxMzA0EhF6aG9uZ2d3eTIwMTUwNjAwMhoIMnB0djVwZWc%3D.
Li, W., & Chen, Y. (2023). An empirical study on the influence of flipped classroom model in college English for EFL learners of high-score group. Foreign Language Education in China, (01), 53-59+94. https://doi.org/10.20083/j.cnki.fleic.2023.01.053.
Li, X. D., & Cao, H. H. (2017). Research on VR-supported flipped classroom based on seamless learning—A case study in News English Audio-Visual course. Modern Educational Technology, (12), 69-74. https://kns.cnki.net/kcms2/article/abstract?v=r_PES8duRqFH2N4Ozwiw_su0K3lIHcEZ9uXHjv7rXYCRGyznUEwRqmJI2UDQptphHMvjhht_rGSUg2mYgE4q7DO7h5seJY0ldYCHpCcClcB43CtQ139PlxFBYo0CNBMBX0_gaIyu5jqckpEPkKjRWDSGPKd9TG75hkjy_QpjBJEYwTS5W21rBKki145gFX&uniplatform=NZKPT&language=CHS.
Li, Y. P. (2015). Adopting flipped classroom model in level-based college English teaching. Global Education, (06), 113-119. https://d.wanfangdata.com.cn/periodical/Ch9QZXJpb2RpY2FsQ0hJTmV3UzIwMjQxMTA1MTcxMzA0Eg9xcWp5encyMDE1MDYwMTIaCGF6anFncndz.
Liu, B. (2016). Medical English flipped classroom teaching model: Construction and practice. Foreign Language Education, (05), 62–65. https://d.wanfangdata.com.cn/periodical/Ch9QZXJpb2RpY2FsQ0hJTmV3UzIwMjQxMTA1MTcxMzA0Eg13eWp4MjAxNjA1MDE0GghpcGk4emgxMw%3D%3D.
Liu, Y. (2016). Research on the construction of flipped classroom model for vocabulary instruction and Its effectiveness: Based on teaching practice of three colleges. Computer-Assisted Foreign Language Education, (01), 43-49. https://d.wanfangdata.com.cn/periodical/Ch9QZXJpb2RpY2FsQ0hJTmV3UzIwMjQxMTA1MTcxMzA0Eg93eWRoangyMDE2MDEwMDcaCG1sOXRsbDJx.
Lu, H. Y. (2014). Feasibility analysis of the application of the "flipped classroom" model based on micro-classes in college English teaching. Foreign Language Audio-visual Teaching, (4), 33-36. https://doi.org/10.3969/j.issn.1001-5795.2014.04.006.
Lu, T. T. (2016). A study on the flipped classroom based college English autonomous learning mode. Chinese Foreign Language, 13(1), 77-83. https://d.wanfangdata.com.cn/periodical/Ch9QZXJpb2RpY2FsQ0hJTmV3UzIwMjQxMTA1MTcxMzA0EhF6aG9uZ2d3eTIwMTYwMTAxMRoIdnhmeWJpcjc%3D.
Marks, D.B. (2015). Flipping the classroom: Turning an instructional methods course upside down. Journal of College Teaching & Learning (TLC), 12(4), 241-248. https://doi.org/10.19030/TLC.V12I4.9461
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used. Distance Learning, 9(3), 85-87.
Ministry of Education of the People's Republic of China. (2016, June 7). Notice of the Ministry of Education on printing and distributing the "13th five-year plan for educational informatisation". http://www.moe.gov.cn/srcsite/A16/s3342/201606/t20160622_269367.html
Mo, J., & Mao, C. (2017). An empirical study on the effectiveness of college English reading classroom
teaching in the flipped classroom paradigm. Revista de la Facultad de Ingenierıa, 32(10), 632-639. http://revistadelafacultaddeingenieria.com/index.php/ingenieria/article/viewFile/2165/2125
Mulrow, C.D. (1994). Systematic reviews: Rationale for systematic reviews. BMJ(Clinical Research ed.), 309(6954), 597-599. https://doi.org/10.1136/BMJ.309.6954.597.
Sun, Y. B. (2016). The construction and empirical study of gamified flipped classroom—Taking the course of "Reading, Writing, and Translating or Interpreting in College English” as an example. Modern Educational Technology, (11), 80-86. https://doi.org/10.3969/j.issn.1009-8097.2016.11.012.
Tian, M., Wang, M., & Zhou, Z. H. (2019). An empirical study of the effects of multimode flipped classroom teaching mode on college students' English listening comprehension. Heilongjiang Researches on Higher Education, (11), 152-156. https://doi.org/10.19903/j.cnki.cn23-1074/g.2019.11.032.
Uman, L.S. (2011). Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(1), 57-59. https://pmc.ncbi.nlm.nih.gov/articles/PMC3024725/.
Viera, A.J., & Garrett, J.M. (2005). Understanding interobserver agreement: The kappa statistics. Fam Med, 37(5), 360-363. http://www1.cs.columbia.edu/julia/courses/CS6998/Interrater_agreement.Kappa_statistic.pdf.
Wan, M. (2016). Empirical research on the flipped classroom model in college English teaching. Higher Education Exploration, (05), 69-72. https://doi.org/10.3969/j.issn.1673-9760.2016.05.012.
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Published
Dec 10, 2024
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How to Cite
Yingxue, L., & Jan, J. M. (2024). Flipped Classroom in College English Language Teaching in China: A Systematic Review. AsTEN Journal of Teacher Education. Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/2748
Section
Section 1: Research Articles and Research Briefs
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