Table 3 Summary of top ten most-cited non-empirical studies.
From: Research on flipped classrooms in foreign language teaching in Chinese higher education
Author | Year of publication | Citations | Foreign language | Results |
|---|---|---|---|---|
Deng | 2016 | 226 | English | Reviewed FC studies published from 2013 to 2015, focusing on the specific procedures and characteristics of FC methodology in college English teaching. |
Wang et al. | 2016 | 155 | English | Introduced the FC and compared it with the traditional classroom. Discussed how to use the FC to promote English learning and teaching at the college level. |
Shen and Sheng | 2015 | 102 | English | Described the process of designing and implementing FC models in college English learning and teaching. |
Zhou | 2015 | 195 | Not stated | Introduced three theories underpinning the FC model and discussed how to implement the FC in FLT. |
Cui and Wang | 2014 | 743 | English | Introduced the origin, models, and strengths of the FC. Discussed how to implement the FC in college English learning and teaching. |
Yu | 2014 | 97 | English | Discussed how to implement the FC in English teaching. |
Wang | 2014 | 68 | Not stated | Discussed the opportunities and challenges faced by foreign language teachers in the context of MOOCs (massive open online courses) and how to use FCs to transform traditional teaching. |
Wang and Zhang | 2014 | 90 | English | Introduced models and strengths of the FC based on the existing literature. |
Lu | 2014 | 1226 | English | Introduced the origin, models, and strengths of the FC, and analyzed the feasibility of the FC in college English teaching. |
Cheng | 2014 | 122 | Not stated | Discussed the opportunities and challenges faced by foreign language teachers in the context of MOOCs and how to use FCs to transform traditional teaching. |
