ESL TEACHERS' FLIPPED CLASSROOM PRACTICE: A SIGNIFICANT REVIEW

Abstract

The Flipped Classroom (FC) model has gained significant attention as an innovative pedagogical approach in English as a Second Language (ESL) instruction, offering a shift from traditional lecture-based teaching to a more student-centred, technology-enhanced learning environment. This scoping review explores ESL teachers' adoption of the FC model, focusing on its effectiveness, technological integration, and barriers to implementation. Drawing on data from the Scopus database, the study synthesizes research on the impact of FC on ESL learning outcomes, the technological tools employed in flipped instruction, and the challenges educators face in incorporating this approach into their teaching practices. Findings indicate that while the FC model enhances student engagement, promotes active learning, and improves language proficiency, several factors hinder its widespread adoption. These include limited access to technological resources, insufficient teacher training, resistance to pedagogical change, and institutional constraints. Additionally, studies highlight the need for professional development programs to equip educators with the necessary skills to implement FC effectively. This review contributes to the growing body of research on technology-enhanced language learning by providing insights into best practices, identifying gaps in current literature, and offering recommendations for optimizing FC implementation in ESL education.