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Best Practices of Flipped Classrooms in TVET English Learning: A Systematic Literature Review

Author

Listed:
  • Yin Yang,

    (Department of General Education, Chongqing Industry Polytechnic College, Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia,)

  • Nurul Aini Mohd. Ahyan

    (Department of General Education, Chongqing Industry Polytechnic College, Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia,)

Abstract

Along with the advancements in technology of the 21st century, the goal in Technical and Vocational Education and Training (TVET) to produce independent, collaborative, and self-directed skilled learners shifts the conventional classrooms from passive learning to active learning. Innovative pedagogy such as the flipped classroom is promising in improving students’ self-directed skills and higher-order thinking. However, the research on the application of flipped classrooms in English learning within the field of TVET is limited compared to that in higher education. This study explored the best practices of flipped classrooms in TVET English learning by conducting a systematic literature review of 11 articles from the SCOPUS database. Six dimensions were highlighted, including pre-class preparation, in-class activities, use of technology, assessment and feedback, students’ factors and motivation as well as learning outcomes. The findings underscored several valuable insights to improve the flipped classroom efficiency in TVET English education.

Suggested Citation

  • Yin Yang, & Nurul Aini Mohd. Ahyan, 2025. "Best Practices of Flipped Classrooms in TVET English Learning: A Systematic Literature Review," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 1420-1434, March.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:3s:p:1420-1434
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    References listed on IDEAS

    as
    1. Hardev Singh Sokhal Jaswant Singh & Charanjit Kaur Swaran Singh & Tunku Mohani Tunku Mohtar & Nor Azmi Mostafa, 2017. "A Review of Research on Flipped Classroom Approach for Teaching Communication Skills in English," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 7(10), pages 100-118, October.
    2. Cem Bulut & Zeynep Kocoglu, 2020. "The Flipped Classroom's Effect on EFL Learners' Grammar Knowledge," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 12(4), pages 69-84, October.
    3. Wafaa Abdullah Alamri, 2018. "Communicative Language Teaching: Possible Alternative Approaches to CLT and Teaching Contexts," English Language Teaching, Canadian Center of Science and Education, vol. 11(10), pages 132-132, October.
    4. Khairunnisa Othman & Ismail Sheikh Ahmad & Siti Fatimah Abd. Rahman, 2024. "Personalized Learning in English Flipped Classrooms: Exploring ESL Learners’ Decision-Making Styles in Academic Reading," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(6), pages 838-845, June.
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