Unveiling the Psychological and Learning Impact of the Flipped Language Learning Approach: A Comprehensive Systematic Review (2010-2023)
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| Title: | Unveiling the Psychological and Learning Impact of the Flipped Language Learning Approach: A Comprehensive Systematic Review (2010-2023) |
|---|---|
| Language: | English |
| Authors: | Chan Lin, Jingjing Chen |
| Source: | Journal of Psycholinguistic Research. 2026 55(1). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Second Language Learning, Second Language Instruction, Teaching Methods, Student Centered Learning, Flipped Classroom, Learner Controlled Instruction, Psychological Patterns, Affordances, Learning Motivation, Anxiety, Computer Attitudes, Personal Autonomy, Learner Engagement, Skill Development |
| DOI: | 10.1007/s10936-025-10187-9 |
| ISSN: | 0090-6905 |
| Abstract: | The burgeoning interest in the flipped language learning approach (FLLA), characterized by its learner-centered pedagogy and utilization of instructional technology, necessitates a systematic review to synthesize its psychological and learning effects. This review meticulously analyzed 55 peer-reviewed articles published between 2010 and 2023, employing a comprehensive search strategy across major databases including Education Source, ERIC, Web of Science, Scopus, and Computers and Applied Sciences Complete. Through bidirectional citation searching and Boolean logic, this study ensured the inclusion of relevant studies, adhering to stringent eligibility criteria to maintain the review's integrity. The articles were subjected to an inductive paradigmatic analysis to identify empirical evidence of FLLA's affordances and challenges, focusing on psychological effects, learning effects, instructional tools, and educational activities. The review reveals that FLLA promotes a broad spectrum of positive psychological effects, such as enhanced motivation, reduced anxiety, and improved attitudes towards technology, alongside significant learning outcomes including increased learner autonomy, engagement, and skill development. However, challenges such as increased workload and inconsistency in instructional design were also identified. In addition, all 55 studies underwent a structured methodological quality assessment adapted from the Mixed Methods Appraisal Tool (MMAT) and four custom domains (sampling adequacy, instrumentation validity, statistical transparency, and ecological validity), revealing generally moderate-to-high methodological quality but with notable variability in sampling and reporting practices. The systematic review concludes that FLLA holds substantial promise for enriching language learning pedagogy, though further research is needed to address its challenges and fully leverage its benefits. The systematic review concludes that FLLA holds substantial promise for enriching language learning pedagogy, though further research is needed to address its challenges and fully leverage its benefits. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502852 |
| Database: | ERIC |
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