Effectiveness of flipped learning on language teaching and learning: meta-analysis 2014-2020

Abstract

This meta-analysis study is to find the effectiveness of Flipped Learning in English teaching compared with the traditional teaching method in achievement test scores. The study focused on seven variables of language learning skills such as Reading, Writing, Listening, Speaking, Grammar, Vocabulary, and General English at lower and higher education on EFL/ESL teaching. The study collected 211 academic studies on Flipped Learning published in 25 countries from 2014 to 2020. Seventy studies were included and from which 81 data entries were derived for the meta-analysis. RevMan 5.3 software was used to analyze the data under random-effects model settings with p < 0.05 and at 95% CI. The traditional teaching method was found more significantly effective than the Flipped Learning approach in all skill areas as far as achievement test scores were concerned. The traditional method was more suitable specifically for reading, writing, and speaking skills at both education levels. For listening, grammar and vocabulary teaching traditional methods were still more effective but it showed different levels of effectiveness. Listening at lower education, grammar at higher education, and vocabulary learning at higher education did not show significantly better than Flipped Learning. Flipped Learning yielded learning values such as learning experiences, collaborative teamwork, self-responsibility in communicative aspects, whereas the traditional method tried to achieve accuracy on test scores. The findings would benefit teachers, educators, and education planners who would like to choose a more effective teaching approach between Flipped Learning and the traditional method in different contexts. A further meta-analysis study is suggested in a similar area with larger data, at the primary level, and other aspects of language learning