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Empact of the Flipped Classroom on EFL Students’ Learning Outcomes Across

Educational Levels

Rayan Ouidani

Department of English Studies, Faculty of Letters and Humanities Ain Chock, Hassan II

University of Casablanca

KFM356F4: Research Project

El Hassan Rouijel

November 6, 2024
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Review of the Literature

Introduction

Context:

The flipped classroom is an increasingly popular pedagogical approach in EFL

(English as a Foreign Language) education. It combines online and face-to-face learning, but

differs in that outside activities can involve both online resources and traditional materials

like paper copies (Alsowat, 2016). This method is particularly relevant to EFL teaching

because acquiring a language is a social activity that requires active participation, which the

flipped classroom promotes (Alsowat, 2016).

Purpose and Scope:

In contexts like Saudi Arabia, students often struggle to engage with the English

language due to limited exposure and interaction, leading to poor achievement (Alsowat,

2016). The flipped classroom aims to address this by enhancing student engagement,

autonomy, and language proficiency at various educational levels, from secondary school to

higher education (Al-Harbi & Alshumaimeri, 2016; Alsowat, 2016).

Rationale:

Flipped instruction is becoming essential in EFL contexts, where traditional teacher-

centered approaches have resulted in passive learning and low motivation (Fareh, 2010;

Rahman & Alhaisoni, 2013). The flipped classroom offers a more student-centered learning

environment, motivating learners to take control of their education and practice language

skills both in and outside of class (Han, 2015).

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Review of Key Studies

Flipped Classroom in Secondary Education:

Al-Harbi and Alshumaimeri (2016) explored the effectiveness of the flipped

classroom for secondary school EFL students in Saudi Arabia. They found that the flipped

model improved students’ communication with both their teacher and classmates, increased

autonomy, and made learning more active. Students appreciated the real-life application of

lessons and took a more active role in their education by reviewing lessons multiple times

and seeking clarification when needed. The study also highlighted increased student

motivation, as appropriate activities helped students practice the language effectively.

Flipped Classroom in Higher Education:

Alsowat (2016) examined the impact of the flipped classroom on higher education

students in Saudi Arabia, focusing on thinking skills, student engagement, and satisfaction.

The findings revealed that flipped instruction significantly enhanced higher-order thinking,

student satisfaction, and engagement, as students appreciated the shift away from passive

learning to a more autonomous and creative process. The study also highlighted the

effectiveness of the flipped model in promoting critical thinking and active participation

through in-class activities like discussions and group work. Similar findings were reported by

Obari and Lambacher (2015), who showed improvements in English proficiency among

university students in flipped classroom settings.

Common Findings and Divergences:

Both studies reveal positive outcomes for EFL learners, particularly in terms of

engagement and satisfaction (Al-Harbi & Alshumaimeri, 2016; Alsowat, 2016). However,

while secondary students in Al-Harbi and Alshumaimeri’s (2016) study struggled somewhat
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with finding effective self-learning strategies, university students in Alsowat’s (2016) study

thrived with the increased autonomy and responsibility, suggesting that the flipped classroom

may be more effective with older students. Additionally, studies like Obari and Lambacher

(2015) and Hung (2015) showed that flipped classrooms improve both language proficiency

and learner autonomy, regardless of educational level.

Conclusion

Summary of Findings:

The flipped classroom has proven to be a valuable method for enhancing student

engagement, autonomy, and language proficiency in EFL contexts across both secondary and

higher education levels. The model shifts the learning process from teacher-centered to

student-centered, encouraging students to take control of their learning and actively

participate in the classroom (Alsowat, 2016; Al-Harbi & Alshumaimeri, 2016).

Implications for EFL Education:

The findings suggest that while the flipped classroom is beneficial at both educational

levels, its effectiveness may vary. Secondary students may require more guidance in adopting

self-learning strategies, whereas higher education students benefit from the autonomy and

critical thinking opportunities that the model offers (Al-Harbi & Alshumaimeri, 2016;

Alsowat, 2016). For EFL teachers, implementing flipped learning requires careful planning to

create engaging and interactive class environments that encourage language use.

Research Gaps and Recommendations:

Future research could focus on the long-term effects of flipped classrooms on

language proficiency, as well as exploring its impact in primary education settings.

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Additionally, more studies are needed to identify the most effective self-learning strategies

for younger EFL students to maximize the benefits of flipped instruction (Al-Harbi &

Alshumaimeri, 2016).
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References

Al-Harbi, S. S., &Alshumaimeri, Y. A. (2016). The impact of the flipped classroom strategy

on EFL learners in Saudi Arabia. http://dx.doi.org/10.5539/elt.v9n10p60

Alsowat, H. (2016). Thinking skills, student engagement and satisfaction: The effectiveness

of flipped instruction in higher education. https://eric.ed.gov/?id=EJ1095734

Alrabai, F. (2016). Factors underlying low achievement of Saudi EFL learners. International

Journal of English Linguistics, 6(3), 21. http://dx.doi.org/10.5539/ijel.v6n3p21

Fareh, S. (2010). Challenges of teaching English in the Arab world: Why can’t EFL programs

deliver as expected? Education, Business and Society: Contemporary Middle Eastern

Issues, 3(1), 8–22. https://doi.org/10.1016/j.sbspro.2010.03.559

Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS

TESOL Journal, 2(98), 98–109.

Obari, H., & Lambacher, S. (2015). Evaluating the effectiveness of a flipped classroom on

students’ English language proficiency.Research-publishing.net

Rahman, M. M., &Alhaisoni, E. (2013). Teaching English in Saudi Arabia: Prospects and

challenges. Academic Research International, 4(1), 112.