ReviewFrontiers in psychology2022
Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research.
Review in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 16 citations in OpenAlex.
- Embodied learning in the digital age: assessing the impact of gesture-based educational technology on working memory capacity, spatial reasoning, and engagement.BMC psychology · 2026Article
- Fostering speaking gains through flipped instruction: a mixed-methods study of self-regulation, motivation, and foreign language classroom anxiety in Chinese EFL learners.Frontiers in psychology · 2026Article
- Exploring cognitive and motivational impacts of flipped English classrooms: perspectives from teachers in a Chinese art university.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Flipped classrooms have attracted widespread attention and interest from English for foreign language (EFL) practitioners and researchers and are regarded as a promising pedagogical approach to increase learning outcomes and facilitate learner engagement. This article takes stock of the publications on learner engagement in flipped EFL classrooms. In so doing, we aim to clarify the engagement construct specific to the EFL classroom setting, summarize the effect that flipped classrooms have on EFL learners' engagement, and identify factors affecting engagement. We find that there has been a range of debates and tensions regarding flipped classrooms and learner engagement in EFL settings, and that more theory-grounded empirical studies are needed to delineate learner engagement in localized flipped learning and teaching contexts. We would argue that in future research, multiple variables, including learner dynamics and social-psychological factors, should be considered while flipping the EFL course so that practitioners can provide tailor-made support to improve learners' engagement levels.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.