Flipped Classroom Approaches in Language Teaching and Learning in Malaysia – A Meta-analytic Review

Abstract

E-learning gained significant popularity and recognition in recent years due to advances in technology and the widespread availability of internet access. In line with the recommendation from the Ministry of Education Malaysia, it is crucial to emphasize the integration of information and communications technology (ICT) in education to effectively address the demands of the 21st century. Previous research has proved that the application of new teaching approaches involving technology yielded favorable outcomes. The flipped classroom is a blended learning approach combining online and offline technology-based learning to help teachers transition from traditional to active teaching methods. This article aims to systematically review current issues about the effects of flipped classrooms on students by reviewing the trend of 24 empirical studies from 2017 to 2023. The meta-analysis is conducted by collecting data from electronic databases such as Google Scholar, Freefullpdf, ResearchGate, MyCite, Scopus, Sage, and various local university journal pages. The main findings of the previous studies are presented in tables to enhance comprehension. The findings of previous studies, which were systematically analyzed through this meta-analysis, demonstrate that the use of the flipped classroom approach has a positive impact on students’ language learning.