The flipped classroom in university english instruction: a review of the evidence, benefits, and challenges
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Abstract
The objective of this article is to analyze the most relevant evidence available on the implementation of the flipped classroom in English language teaching at the university level, particularly regarding the development of language skills through an alternative approach, as well as its effects on student motivation, autonomy, and participation, and the main challenges that arise during its implementation. To this end, a literature review was conducted based on studies published between 2022 and 2026, prioritizing empirical studies, systematic reviews, and meta-analyses related to the teaching of English as a foreign or second language in higher education contexts.
The reviewed literature shows that the flipped classroom can enhance English language learning when pre-class content, classroom activities, and assessment mechanisms are properly articulated. The reported results indicate improvements in online learning activities aimed at achieving appropriate language performance, listening comprehension, grammar, participation, self-directed learning, and motivation.
However, difficulties were also identified related to students' prior preparation, time management, access to and use of technological resources, teacher workload, and the quality of learning materials.
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