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The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review

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  • Zhong Linling
  • Rohaya Abdullah

Abstract

The outbreak of the COVID-19 pandemic has had a significant impact on education. The closure of schools and the cessation of face-to-face classrooms have affected schools and students worldwide. The current need is to transform the traditional classroom to adapt to the new social and educational background. The flipped classroom is usually defined as a strategy to subvert the conventional academic environment; that is, the information transmission part of the traditional face-to-face lecture is removed from the classroom time for online self-learning. The flipped classroom is a highly flexible classroom mode, which has brought significant changes to education. Therefore, this study aims to examine the studies’ research trends, advantages, and challenges concerning the flipped classroom for EFL courses during the COVID-19 epidemic. For this purpose, databases including the web of Science (WOS) and Scopus were reviewed, and 15 articles were analyzed. A systematic review was used as the research methodology. The study’s findings revealed the effectiveness of flipped classrooms for EFL courses during the pandemic. Based on the review, this paper puts forward suggestions for future research and points out the future development direction.

Suggested Citation

  • Zhong Linling & Rohaya Abdullah, 2023. "The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review," SAGE Open, , vol. 13(1), pages 21582440221, January.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:1:p:21582440221148149
    DOI: 10.1177/21582440221148149
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    2. Dima Hijazi & Amal AlNatour, 2021. "Online Learning Challenges Affecting Students of English in an EFL Context During Covid-19 Pandemic," International Journal of Education and Practice, Conscientia Beam, vol. 9(2), pages 379-395.
    3. Joshua Collado-Valero & Gemma Rodríguez-Infante & Marta Romero-González & Sara Gamboa-Ternero & Ignasi Navarro-Soria & Rocío Lavigne-Cerván, 2021. "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19," Sustainability, MDPI, vol. 13(10), pages 1-19, May.
    4. Dima Hijazi & Amal AlNatour, 2021. "Online Learning Challenges Affecting Students of English in an EFL Context During Covid-19 Pandemic," International Journal of Education and Practice, Conscientia Beam, vol. 9(2), pages 379-395.
    5. Zhiyong Li & Jiaying Li, 2022. "Using the Flipped Classroom to Promote Learner Engagement for the Sustainable Development of Language Skills: A Mixed-Methods Study," Sustainability, MDPI, vol. 14(10), pages 1-22, May.
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    Cited by:

    1. Ana Lendínez Turón & José Manuel Ortiz Marcos & Oswaldo Lorenzo Quiles & Fiorela Anaí Fernández-Otoya, 2024. "Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers," Societies, MDPI, vol. 14(5), pages 1-13, May.

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