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Computer Assisted Language Learning Volume 28, 2015 - Issue 1
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Articles from the ICCE 2012 Conference on Technology Enhanced Language Learning (TELL)

Flipping the classroom for English language learners to foster active learning

Hsiu-Ting HungDepartment of English, National Kaohsiung First University of Science and Technology, Kaohsiung, TaiwanCorrespondence[email protected]
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Pages 81-96 | Published online: 13 Oct 2014

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Jaeho Jeon. (2023) The impact of a flipped EFL course on primary school learners’ use of technology for language learning. Interactive Learning Environments 31:9, pages 5956-5969.
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I-Chun Vera Hsiao, Shao-Ting Alan Hung & Heng-Tsung Danny Huang. (2023) The flipped classroom approach in an English for specific purposes (ESP) course: A quasi-experimental study on learners’ self-efficacy, study process, and learning performances. Journal of Research on Technology in Education 55:3, pages 507-526.
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Hsueh Chu Chen & Jing Xuan Tian. (2022) Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong. Interactive Learning Environments 30:10, pages 1918-1931.
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Nagaletchimee Annamalai, Balamurugan Tangiisuran & Nur Aizati Athirah Daud. (2022) Transitioning to online clerkship during unprecedented times: An innovative online flipped in-patient clerkship. Innovations in Education and Teaching International 59:6, pages 690-700.
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Di Zou, Shuqiong Luo, Haoran Xie & Gwo-Jen Hwang. (2022) A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning 35:8, pages 1811-1837.
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Shu-Chen Cheng, Gwo-Jen Hwang & Chiu-Lin Lai. (2022) Critical research advancements of flipped learning: a review of the top 100 highly cited papers. Interactive Learning Environments 30:9, pages 1751-1767.
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Jalil Fathi & Masoud Rahimi. (2022) Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students. Computer Assisted Language Learning 35:7, pages 1668-1706.
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Michael Yi-chao Jiang, Morris Siu-yung Jong, Wilfred Wing-fat Lau, Ching-sing Chai, Kelly Shu-xia Liu & Moonyoung Park. (2022) A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model. Computer Assisted Language Learning 35:5-6, pages 1218-1249.
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Alberto Andujar & Fátima Zahra Nadif. (2022) Evaluating an inclusive blended learning environment in EFL: a flipped approach. Computer Assisted Language Learning 35:5-6, pages 1138-1167.
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Leanna Archambault, Heather Leary & Kerry Rice. (2022) Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist 57:3, pages 178-191.
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Nazanin Adhami & Mahboubeh Taghizadeh. (2022) Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning 0:0, pages 1-37.
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Hanwei Tang, Liqun Mao, Fuyan Wang & Hong Zhang. (2022) A validation study for a short-version scale to assess 21st century skills in flipped EFL classrooms. Oxford Review of Education 48:2, pages 148-165.
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Huseyin Bicen & Mobina Beheshti. (2022) Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment. Interactive Learning Environments 30:3, pages 498-526.
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Dan Lu & Ya-Nan Xie. (2022) Critical thinking cultivation in TESOL with ICT tools: a systematic review. Computer Assisted Language Learning 0:0, pages 1-21.
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Fu-Rong Sun, Hong-Zhen Hu, Rong-Gen Wan, Xiao Fu & Shu-Jing Wu. (2022) A learning analytics approach to investigating pre-service teachers’ change of concept of engagement in the flipped classroom. Interactive Learning Environments 30:2, pages 376-392.
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Rocio Aguilar, Mónica Santana, Barbara Larrañeta & Gloria Cuevas. (2021) Flipping the Strategic Management Classroom: Undergraduate Students’ Learning Outcomes. Scandinavian Journal of Educational Research 65:6, pages 1081-1096.
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Yea-Ru Tsai. (2021) Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives. Computer Assisted Language Learning 34:7, pages 979-1011.
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Ching-Jung Chung, Chiu-Lin Lai & Gwo-Jen Hwang. (2021) Roles and research trends of flipped classrooms in nursing education: a review of academic publications from 2010 to 2017. Interactive Learning Environments 29:6, pages 883-904.
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Marta Tecedor & Alejandro Perez. (2021) Perspectives on flipped L2 classes: implications for learner training. Computer Assisted Language Learning 34:4, pages 506-527.
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Zahra Afzali & Siros Izadpanah. (2021) The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education 8:1.
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R. L. Fisher, R. LaFerriere & A. Rixon. (2020) Flipped learning: An effective pedagogy with an Achilles’ heel. Innovations in Education and Teaching International 57:5, pages 543-554.
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Hui-chia Judy Shih & Sheng-hui Cindy Huang. (2020) College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning 33:7, pages 755-784.
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Zeynep Turan & Birgul Akdag-Cimen. (2020) Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning 33:5-6, pages 590-606.
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Yanjie Song. (2020) How to flip the classroom in school students’ mathematics learning: bridging in- and out-of-class activities via innovative strategies. Technology, Pedagogy and Education 29:3, pages 327-345.
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Rebecca Lee Su Ping, Elena Verezub, Ida Fatimawati bt Adi Badiozaman & Wang Su Chen. (2020) Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International 57:3, pages 305-316.
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Wen-Chi Vivian Wu, Jie Chi Yang, Jun Scott Chen Hsieh & Tosh Yamamoto. (2020) Free from demotivation in EFL writing: the use of online flipped writing instruction. Computer Assisted Language Learning 33:4, pages 353-387.
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Matt Lucas. (2020) Cross-linguistic influence and plural marking: enhancing error recognition and written accuracy among Japanese EFL learners through web-based awareness-raising. Language Awareness 29:2, pages 155-177.
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Marie Webb & Evelyn Doman. (2020) Impacts of flipped classrooms on learner attitudes towards technology-enhanced language learning. Computer Assisted Language Learning 33:3, pages 240-274.
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Chenchen Liu, Sarah Sands-Meyer & Jacques Audran. (2019) The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class. Interactive Learning Environments 27:8, pages 1178-1191.
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Xin-Dong Ye, Yi-Hsin Chang & Chiu-Lin Lai. (2019) An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms. Interactive Learning Environments 27:8, pages 1075-1092.
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Xianghu Liu & Liang Liu. (2019) Blending Technologies in Second Language Classrooms. Interactive Learning Environments 27:7, pages 987-990.
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Baris Sezer & Ece Abay. (2019) Looking at the Impact of the Flipped Classroom Model in Medical Education. Scandinavian Journal of Educational Research 63:6, pages 853-868.
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Ching-Huei Chen & Hui-Chin Yeh. (2019) Effects of integrating a questioning strategy with game-based learning on students’ language learning performances in flipped classrooms. Technology, Pedagogy and Education 28:3, pages 347-361.
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Mohammad Amiryousefi. (2019) The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching 13:2, pages 147-161.
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Hamzeh Haghighi, Manoochehr Jafarigohar, Hooshang Khoshsima & Fereidoon Vahdany. (2019) Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning 32:3, pages 261-293.
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Avary Carhill-Poza. (2019) Defining flipped learning for English learners in an urban secondary school. Bilingual Research Journal 42:1, pages 90-104.
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Zamzami Zainuddin & Corinne Jacqueline Perera. (2019) Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education 43:1, pages 115-126.
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Susan Y. H. Sun. (2018) Student configuration and place-making in fully online language learning. Computer Assisted Language Learning 31:8, pages 932-959.
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Miao-fen Tseng, Chin-Hsi Lin & Henny Chen. (2018) An immersive flipped classroom for learning Mandarin Chinese: design, implementation, and outcomes. Computer Assisted Language Learning 31:7, pages 714-733.
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Saman Ebadi & Masoud Rahimi. (2018) An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study. Computer Assisted Language Learning 31:5-6, pages 617-651.
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Jun Wang, Na An & Clare Wright. (2018) Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom. Computer Assisted Language Learning 31:5-6, pages 490-521.
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Anna Therese Steen-Utheim & Njål Foldnes. (2018) A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education 23:3, pages 307-324.
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William J. Heuett. (2017) Flipping the Math Classroom for Non-Math Majors to Enrich Their Learning Experience. PRIMUS 27:10, pages 889-907.
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Hsiu-Ting Hung. (2017) Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments 25:8, pages 983-995.
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Müge Adnan. (2017) Perceptions of senior-year ELT students for flipped classroom: a materials development course. Computer Assisted Language Learning 30:3-4, pages 204-222.
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Jun Scott Chen Hsieh, Wen-Chi Vivian Wu & Michael W. Marek. (2017) Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning 30:1-2, pages 1-21.
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