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Methodological and technological considerations in flipped language learning interventions: A systematic review

Flipped learning has become an important area of investigation in the second language field. We located 56 flipped learning interventions through a systematic search on databases including Scopus and Proquest. Analysis of methodological and design features of these reports showed that almost half of them did not check the reliability of their outcome variables, that about 30% failed to include an empirical pre-test, and that no report conducted an a priori power analysis. We offer guidance on how to address these methodological and design issues after identifying them. Our results also showed that all reports relied on technology to flip their classrooms. Most of these interventions (75%) used videos and under half (41%) employed an interactive platform where students interacted with and/or through the technology. Using examples from the report pool, we then highlight how interactive and multimodal flipped applications might be most effective in light of recent theory, especially the drive to develop 21st century skills (van Laar et al., 2020). Finally, we make suggestions for future research based on gaps in our report pool, such as more research on certain language outcomes, on languages other than English, and on younger learners.