Second language acquisition through the flipped learning paradigm : a systematic literature review

Abstract EN

The objective of this study is to examine the findings of the literature review in relation to the flipped learning paradigm (FLP) in the field of Second language acquisition (SLA).

In order to conduct the study, a total of 31 articles were analyzed.

The study conducted a systematic review of the influences of the FLP on the teaching practices of (SLA).

Numerous online databases were searched to identify relevant articles published between 2014 and 2020.

The study illustrated that FLP can empower students to participate more actively in their learning activities by giving students more freedom to construct their knowledge.

Moreover, active learning activities in the class within the model was positively affect the classroom engagement levels of the students.

This may be due to the students performing the activities in class with the guidance of the teacher and the teacher giving immediate feedback.

The study also showed the challenges associated with FLP that may guide teachers and students in utilizing FLP in language acquisition.

Although academic studies into the effectiveness of FLP for language learning have been largely confined to English as a second language (ESL), however, the findings of the study are likely transferable to other languages, in particular, the learning of Arabic as a second language (ASL).