Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Mazlan, Rohaida
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Humanities Education Library & Information Science Social Sciences Other

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Flipped classroom approach of language education: a systematic review Mazlan, Rohaida; Mahamod, Zamri; Jamaludin, Khairul Azhar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31718

Abstract

The flipped classroom approach has emerged as an innovative pedagogical model in language education, transforming traditional teaching methods by reversing the conventional sequence of instruction and homework. The objectives of this systematic literature review are to examine the impact of various technological enhancements on the effectiveness and student engagement in flipped classrooms. Secondly, to explore the perceptions and attitudes of students and teachers towards flipped classroom methodologies across different educational contexts. Thirdly, to assess the effects of flipped classroom approaches on students’ academic performance and critical thinking skills across various disciplines. This study conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published from 2021 until 2024. The flow of the study is based on the PRISMA framework. The database search identified 35 final primary studies that were analyzed. The findings were divided into three themes: i) technological enhancements in flipped classrooms, which were found to significantly improve student engagement and learning outcomes; ii) student and teacher perceptions of flipped classrooms, which were generally positive, with many highlighting increased interaction and autonomy in learning; and iii) outcomes and effectiveness of flipped classroom approaches, showing a positive impact on students’ academic performance and critical thinking skills. In conclusion, the flipped classroom approach holds considerable promise for language education, offering a more effective and engaging alternative to traditional instruction. This review provides valuable insights for educators and policymakers seeking to adopt innovative teaching strategies in language education.
Comprehensive structured review of implementing flipped classroom approaches in education Mazlan, Rohaida; Mahamod, Zamri; Jamaluddin, Khairul Azhar
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22655

Abstract

In recent years, the flipped classroom model has garnered significant attention in education, marking a shift from conventional teaching methods to a more student-centered approach. This systematic review delves into the implementation of flipped classrooms and their influence on educational environments. The focus is on effective teaching strategies that enhance student engagement and learning outcomes. A detailed analysis of current research identifies common methodologies, such as using pre-recorded lectures and active learning techniques in class. Evidence suggests that flipped classrooms contribute to improved academic performance, increased student participation, and higher satisfaction levels. This review involved an extensive search of scholarly articles from databases like Scopus, Web of Science (WoS), and ERIC, covering studies published between 2021 and 2024. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, 35 primary studies were analyzed, revealing three main themes: i) the effectiveness of blended learning, ii) flipped classroom methodologies and their impacts, and iii) technological innovations and gamification in education. In conclusion, the flipped classroom model shows promise for enhancing language education through more effective and engaging instructional methods. However, successful adoption requires careful planning and support to overcome potential challenges. This review offers valuable insights for educators and policymakers interested in innovative teaching approaches in language education.
Co-Authors Jamaluddin, Khairul Azhar Jamaludin, Khairul Azhar Zamri Mahamod