The impact of flipped classroom teaching on college English language learning: A meta-analysis

Abstract

This meta-analysis examined the effects of the flipped classroom (FTC) on college students’ English learning outcomes. Employing strict inclusion criteria, we identified 24 high-quality empirical studies with 31 effect sizes involving 2,526 participants at the tertiary level. The results showed a positive, moderate impact of FTC (ES= +0.68). Results of subgroup analysis and meta-regression found that the availability of review, use of a learning management system, and the constructivist instructional model were significantly related to the effectiveness of FTC. Our findings imply that special attention needs to be paid to the design characteristics of FTC to identify the best method for learning improvement. Integrating technological, pedagogical, and content knowledge in the design of flipped English classes is of great importance.