A Systematic Review of The Impact on Flipped Classroom towards Students’ Motivation in Language Teaching

This paper discusses the impact on flipped classroom towards students’ motivation in language teaching. Flipped classroom is one of blending methods and it widely used in different classroom. The objective of the review is to highlight the effectiveness on flipped classroom of different model to motivate students over last five years. For this purpose, a search was carried out using two international databases, Web of Science (WOS) and Scopus, with search dates from 2019 to 2023 , the search was conducted using the keyword descriptors: "flipped classroom", "students' motivation" and "language learning" and by developing inclusion and exclusion criteria, finally 26 articles were selected. In this paper, it also mentions the barrier in applying flipped classroom. Finally, the paper analyse the findings to conclude flipped classroom can make the class to be effective and stimulate learning enthusiasm, aiming to encourage the application of flipped classroom in language teaching.


Introduction
In language teaching, teachers must adapt their teaching methods to the changing needs of students.English courses play an important role in all stages of education, and are a compulsory subject in university courses, which is crucial to improving students' skills and comprehensive quality.With the development of English education, how to effectively improve students' English level has become the focus of academic and educational circles.Flipped classroom is a new educational model, which will completely change college English teaching.Through the introduction of flipped classroom, English classroom can be active, stimulate students' enthusiasm for learning, and promote the substantial reform of English education (Jiao, 2021).Chen Hsieh et al (2017); Turan et al (2019) study the transformative potential of flipped learning, emphasizing its ability to increase student engagement, Vol 14, Issue 6, (2024) E- ISSN: 2222-6990 To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v14-i6/21671DOI:10.6007/IJARBSS/v14-i6/21671 Published Date: 12 June 2024 encourage differentiated teaching, and improve teaching methods.Furthermore, Qianqian Xie and Sang-Bing Tsai(2021) demonstrate how flipped classrooms can boost students' overall English ability, motivation, and autonomy while also assisting teachers in improving their teaching approaches.
Furthermore, scholars such as Aidoo et al (2022) have demonstrated the efficacy of flipped classrooms in providing comprehensive support for teaching.In today's world, where mastering skills is very important and the education model has shifted toward skill acquisition, the flipped classroom has become a beacon of innovation that blends knowledge and technology to facilitate a well-rounded learning experience.By teaching students practical skills, cross-cultural awareness, and autonomy, flipped classrooms meet the requirements of social and personal development (Wang, 2021).
Investigating the flipped classroom approach is important because it can address students' various learning requirements, encourage engagement, and enhance academic achievement.
For educators, curriculum developers, and legislators looking to innovate and enhance language teaching techniques, this study is essential.By concentrating on the benefits and efficiency of flipped classrooms, we may offer insightful information about how they can boost students' drive to study, which will ultimately lead to more efficient and interesting language instruction.

Purpose of the Review
The overall goal focused on determining the extent to which flipped classrooms have impacted student motivation from a historical and contextual viewpoint over the past five years (2019)(2020)(2021)(2022).The goal of a Systematic Literature Review is to address research inquiries by following a methodical and transparent procedure.The research questions were formulated through the following process Systematic Literature Review (SLR): 1. What are previous researches about the influence of flipped classroom on students' motivation in la teaching?2. What is the difference of students' motivation in flipped classroom compared with the traditional teaching?3. What are the main findings of the research about the impact on flipped classroom towards students' motivation in language teaching?According to the research questions, the objectives of the study are shown as the following: 1.To examine the relevant literature of the extent, scope and nature of research activities and the value of undertaking a comprehensive systematic review.2. To compare the difference of students' motivation between flipped classroom and traditional teaching.3. To summary the findings on the effect of flipped classroom on students' motivation in language teaching.The above research objectives of the study were systematically evaluated and summarized after all the issues raised in the study were analyzed through the literature.In this way, we have analyzed the current status of student motivation in the flipped learning.And the gaps and areas of research are used to inform further pedagogical applications or new systematic research.Therefore, the next section of the article will discuss the review methodology,result and findings.

Methodology
Systematic Literature Review (SLR) is a systematic approach to synthesizing, evaluating, and analyzing existing relevant research literature to answer a specific research question or address a specific research objective (Mengist et al., 2020).The process of SLR consists of the following major steps: Figure 1: The process of SLR According to the analysis process of SLR, the researcher first needs to define the objectives and questions of the research and identify the key questions that need to be answered.
Through research questions, researchers should design appropriate search strategies to obtain relevant research literature.This typically includes the selection of the appropriate database, keywords and their combinations, and the setting of search qualifiers.After the literature search is completed, the researchers also need to screen the obtained literature and evaluate the relevance of the literature item by item according to the pre-determined inclusion and exclusion criteria.The purpose of this step is to select literature that is relevant to the research question.From the selected literature, researchers need to extract key information and data to compare and synthesize the literature.Finally, the key information and results in the literature are integrated and summarized.Through the methodical collection, filtering, and analysis of a substantial volume of research literature, SLR is able to offer thorough and cohesive research evidence.This prevents the adoption of biased viewpoints derived from a single study and leads to more accurate and trustworthy results (Paul & Barari, 2022).

Inclusion and Exclusion Criteria
In order to conduct the review effectively, we have established clear inclusion and exclusion criteria.These criteria serve as guidelines to determine which studies will be included in our review and which ones will be excluded.This helps maintain consistency and transparency throughout the review process.

Source of Information
We have chosen three databases for our study, including SCOPUS and Web of Science (WOS), two generic databases.These databases were selected because they are widely used in the scientific community and have high impact factors, which ensure the caliber and dependability of the papers they index.Using these two main databases, we ensure that our literature evaluation covers a wide range of relevant studies and publications.SCOPUS and WOS give extensive coverage, which increases the reliability and validity of the findings, allowing us to draw solid conclusions and make well-informed suggestions based on the available data.( 2019, 2020, 2021, 2022and 2023), and document type (Article) were applied.The review encompasses studies published between 2019 and 2023, investigating the effectiveness of the flipped classroom method in improving language acquisition, student engagement, and pedagogical methods.Key findings from the literature are synthesized and implications for language education are discussed.

Data Selection Process
After initially identifying 1044 records across different databases (448 in SCOPUS and 596 in WOS), duplicate entries were removed, resulting in the following stages in figure 2: Stage 1: Following language screening, titles and abstracts were examined to exclude articles that did not align with the focus of the research.This step was reviewed by all authors, and decisions were made collectively.
Stage 2:All authors of the article analyzed the languages in which the articles were published in order to exclude those that were not in English or published between 2019-2023.
Stage 3: Eligibility criteria, including methodology, participants, scope, and key focus, were applied to the remaining articles.Each article was assessed to ensure it met the criteria established for inclusion in the review.Any discrepancies or uncertainties were discussed among the reviewers until a consensus was reached.

Extraction of Data
The findings are exclusively available in English and have been presented solely at conferences, in journal articles, and review papers between 2019 and 2023.During the review, a total of 232 papers were identified.These publications were analyzed to ascertain the study's objectives.Among other things, the following terms are associated with the flipped classroom in teaching/pedagogy, language teaching and learning, as utilized in the earlier findings: 1.Flipped classroom students perform better than traditional classroom students.
2.The implementation of effective pedagogical techniques enhanced the academic achievements of the participants.Additionally, the participants expressed satisfaction with the flipped classroom design implemented in this study.
3.Students gave positive feedback on their overall academic achievement, motivation, and self-efficacy.They also found flipped learning to be engaging and conducive to active participation.
The the text are condensed into a table to facilitate the review process.Subsequently, then excluding papers that did not meet the criteria, resulting in 24 papers selected for an in-depth review.Below is a discussion of the findings and results.Table 1 provides a summary of the reviewed studies.

Discussion of the Results
From the 24 studies, 15 focused on university students, 1 on elementary or primary school children, and 5 on secondary or high school students.Additionally, 3 studies students based on their English proficiency, and only 1 focused on teachers.This indicates a significant research gap in vocational education, with most studies concentrating on university students.However, there is a notable gap in research focusing on primary and secondary education.By filtering articles with the keywords "flipped classroom" and "language teaching" in the Web of Science (WoS) and Scopus databases, a series of academic literature related to flipped classrooms and language teaching was obtained.These articles cover various aspects of the application, effectiveness evaluation, and teaching methods of flipped classrooms in the field of language teaching.Utilizing visualization tools, these literature can be presented in a visual manner.In the visualization graph, each node represents an article, while the connections between nodes represent citation relationships or relevance among these articles.The size and color of nodes may reflect the importance, citation frequency, or other metrics of the literature.
Through such visualizations, we can intuitively understand the relationship between flipped classrooms and language teaching, as well as the academic research hotspots and trends.We can discover which research areas receive more attention, which articles are more frequently cited, and which academic viewpoints or methods are more widely recognized.
Figure 3 shows the visualizations of articles about the flipped classroom and language teaching:  Based on the meta-analysis presented, the primary research focus on the impact of flipped classrooms centers around students' motivation, learning performance, and language acquisition within this teaching model.All included studies are empirical in nature.Numerous studies indicate that students tend to be more motivated and willing to engage in flipped classroom settings (Ivanytska et al., 2021;Zarrinfard et al., 2021;Akayoglu, 2021;Arif & Omar, 2019;Pan, 2022).However, Alfaifi and Saleem (2022) discovered that the flipped classroom had minimal effect on students' English learning outcomes.This suggests that students' perceptions of flipped classrooms may differ significantly, with some students adapting quickly and benefiting, while others may require more time and support to fully adjust and achieve their potential.Furthermore, when implementing the flipped classroom, teachers must analyze students' feedback and requirements, and adjust their teaching strategies accordingly to provide a positive learning experience and growth (Akayoglu, 2021).Fernandez-Carballo (2022) emphasizes that proper training is required for teachers to effectively include flipped learning into their instructional design.Despite this, there is little study on the role of teachers and support strategies in flipped classes.This demonstrates a deficit in the in-depth investigation of instructors' professional development and instructional strategies in the context of flipped learning.
While there is abundant quantitative research on the correlation between flipped classrooms and language teaching, there is a dearth of qualitative studies investigating this topic (Girmen & Kaya, 2019).Explore the factors of flipped classroom on students' motivation in language teaching.The association between motivation and flipped classrooms in online settings has been consistently noted and validated by numerous studies, suggesting a robust positive relationship (Arif & Omar, 2019).However, the findings also highlight different aspects of the relationship between flipped classrooms and student motivation.Key contributors to improving students' language proficiency and enriching their learning experience include collaborative activities, instructor support, and effective use of technology (Al-Amri, 2022).The relationship can be affected by these factors:starting with fundamental language abilities and extending to cognitive, affective, social, and psychomotor skills (Girmen & Kaya, 2019).Some argue that the flipped classroom may not directly influence the motivation, for example, students may feel nervous in flipped classroom especially speaking class, which can decrease their motivation (Pan, 2022).The influence of flipped learning demonstrates a complex relationship that differs depending on various contexts and factors.
Most studies show the strong correlation between flipped classroom and motivation.Participants show more positive attitudes and improved academic performance in the flipped classroom.The increased interaction between instructors and students enhanced their motivation to learn (Taşpolat et al., 2021).According to Elezović (2022), students demonstrate an open and positive attitude towards the flipped classroom model, showing a willingness to engage with and adapt to this innovative learning approach.They appreciate the benefits of active learning and the flexibility it offers, which contributes to their overall positive perception.Compared with traditional classroom, The difference in students' motivation between the flipped teaching and traditional classroom mainly stems from the levels of engagement and autonomy each method offers.In a flipped classroom setting, students typically display greater motivation because of the active and participatory learning environment.They are prompted to take charge of their learning after class, fostering a stronger sense of ownership and intrinsic motivation.Furthermore, the interactive in-class activities and heightened teacher-student interactions significantly boost their engagement and enthusiasm (Liu et al., 2023).
Only few articles show negative attitude towards flipped classroom on students' motivation.On the contrary, utilizing flipped learning enhanced students' language learning performance, elevated their motivation and engagement, and heightened their enthusiasm for learning English, thereby rendering the educational process more efficacious and inventive (Ivanytska et al., 2021).They also emphasize the significance of constructing flipped classroom to improve academic performance (Taşpolat et al., 2021).
In conclusion, most researchers believe that flipped classroom can affect motivation and academic performance.However, it is essential that to explore deeply about these relationships in various contexts with the emergence of new technologies.

Limitation
Studies may only cover specific schools, grades, or subject areas, making the results not universally applicable.Additionally, students' reactions to flipped classrooms may vary across different regions, cultural backgrounds, and teaching environments.Some studies may suffer from biases in sample selection, inappropriate research methods, or inaccuracies in measurement tools, which can affect the objective assessment of the result of flipped classrooms on student motivation.Students vary greatly in learning styles, interests, hobbies, and learning abilities, so their responses to flipped classrooms may differ.Successful implementation of flipped classrooms requires teachers to have certain skills and resource support.If teachers lack understanding or fail to implement flipped classrooms effectively, it may affect student motivation.

Recommendation
Future studies on the impact of flipped classrooms on student motivation could consider the following recommendations: Utilize innovative digital technologies, such as augmented reality and artificial intelligence, to explore their role in enhancing student motivation in flipped classroom settings.Encourage researchers, particularly from underrepresented countries, to focus on fostering student motivation in flipped classrooms.Conduct in-depth qualitative studies to explore innovative methods for enhancing student motivation in flipped classroom environments.Conduct large-scale quantitative studies to investigate the effectiveness of personalized instructional strategies on student motivation in flipped classrooms.Focus on primary education to better understand how flipped classrooms impact student motivation from young age.Conduct research on flipped classrooms in the life sciences field to address the existing gap in literature.Investigate barriers to personalized instruction in flipped classrooms to develop robust designs for enhancing student motivation.

Conclusion
This review examines the influence of flipped classrooms on student motivation in language education, using the framework of PRISMA to gain a comprehensive analysis.It involved meticulous data extraction, quality assessment, selection criteria delineation, and search method delineation in the process.Among the collected documents, a total of 24 met the standards.During data extraction, we only considered English-language articles, reviews, and conference papers.Although a minority of studies suggested that the impact of flipped classrooms on student motivation was minor, the majority of research results indicated a positive effect.Through a comprehensive analysis of the collective viewpoints of selected articles, we were able to confirm the conclusions of the methodological assessment.Therefore, the review not only discussed the objectives and specific limitations of the study but also proposed potential directions for future research.
A systematic search was conducted in SCOPUS and Web of Science databases using the equation ((Language learning* and flipped classroom*) OR (Language teaching* and flipped classroom*)) as a filter.Additional filters for open access (All open access), years

Figure 2 :
Figure 2: Systematic review of the related literature (Source: Authors' own elaboration) This figure shows the stages as follows:Stage 1: Following language screening, titles and abstracts were examined to exclude articles that did not align with the focus of the research.This step was reviewed by all authors, and decisions were made collectively.Stage 2:All authors of the article analyzed the languages in which the articles were published in order to exclude those that were not in English or published between 2019-2023.Stage 3: Eligibility criteria, including methodology, participants, scope, and key focus, were applied to the remaining articles.Each article was assessed to ensure it met the criteria established for inclusion in the review.Any discrepancies or uncertainties were discussed among the reviewers until a consensus was reached.

Figure 3 :
Figure 3: Visualization of literature graph

Table 1
Inclusion and exclusion criteria for article selection.

Table 2
A summary of studies that were reviewed