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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Lingua Cultura Jurnal Ilmiah Bahasa dan Sastra Jurnal Inspirasi Pendidikan JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian Journal of English Language Teaching and Applied Linguistics Voices of English Language Education Society KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Journal of English Language Teaching and Linguistics PEDULI: Jurnal Imiah Pengabdian Pada Masyarakat
Riza Weganofa
Universitas PGRI Kanjuruhan Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Journal of English Language Teaching and Linguistics

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The Effect of Flipped Classroom on EFL Learners’ Competence with Different Learning Styles: A Meta-Analysis Fitriah, Lailul; Mujiono, Mujiono; Weganofa, Riza
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(1), April 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i1.1498

Abstract

This meta-analysis examines the effectiveness of the Flipped Classroom (FC) model in enhancing EFL learners' competence, focusing on the impact of different learning styles․ This study synthesizes data from 14 quasi-experimental studies published between 2015 and 2024, following PRISMA guidelines․ The study evaluates the overall effect size (ES) and applies moderator analysis to assess variations across student majors, language learning targets, education levels, and geographic regions․ Findings: Results indicate a moderate positive impact of the FC model on EFL learners' competence (ES = 1․99, 95% CI: 0․38 – 3․59)․ Notably, English-major students and those focusing on reading comprehension showed the most significant improvement․ Additionally, learners at the college level benefited more than high school students․ Implications: These findings suggest that the FC model can be effectively tailored to different learning styles, supporting a more personalized and interactive EFL learning experience․ The study underscores the need for further research to optimize FC implementation across diverse educational and cultural contexts․
Co-Authors Ati Retna Sari Ayu Liskinasih Fitri Anggraini Hariyanto Fitriah, Lailul Herawati, Siane Indah Rustiani Lailul Fitriah Mafulah, Siti Mujiono Mujiono Mujiono Mujiono Ningsih, Ariyanti Abi Rizky Lutviana, Rizky Widya Hanum Sari Pertiwi, Widya Hanum