Table 4 Summary of top ten most-cited empirical studies.
From: Research on flipped classrooms in foreign language teaching in Chinese higher education
Author | Year of publication | Citations | Foreign language | Methodology/study design | Sample size | Results |
|---|---|---|---|---|---|---|
Lv and Wang | 2016 | 260 | English | Mixed. Compared pretest and post-test scores between EG and CG; survey from EG; focus group interview. | 240 first-year college students in total, 120 in EG, 120 in CG | Significant difference in post-test scores between EG and CG in favor of EG. 90% of students in EG held a positive attitude toward the FC. Students with high English proficiency benefited more from the FC than those with low English proficiency. |
Liu and Wu | 2015 | 145 | English | Quantitative. Post-course survey. | 65 college students | Students held mixed perceptions toward the FC. Positive comments on the FC included that it was beneficial for the development of self-regulation and independent learning ability. Negative comments were that the FC required more time for learning English than the traditional method. |
Li and Wu | 2015 | 237 | English | Mixed. Post-course survey; focus group interview. | Not stated | About 82% of students favored the FC for promoting student empowerment, development, and engagement. |
Li and Cao | 2015 | 127 | English | Mixed. Course assessment; post-course reflections. | 82 college students | 95.7% of students held positive attitudes toward the FC and believed that the new model increased listening and speaking and was beneficial for the development of self-regulation and independent learning ability. |
Dou and Wen | 2015 | 172 | English | Quantitative. Comparing post-course scores between EG and CG. | 80 college students in total, 40 in EG, 40 in CG | Significant difference in post-course scores between EG and CG in favor of EG. 95.87% of students in EG preferred the FC because it stimulated students’ interest, learner autonomy, and interaction between teachers and students. |
Wang | 2015 | 106 | English | Mixed. Post-course survey; focus group interview. | 83 English majors | 82% of students considered the FC better than the traditional classroom for its flexibility and efficiency, promotion of student empowerment, development and engagement. |
Hu and Wu | 2014 | 688 | English | Mixed. Post-course survey; focus group interview. | 1050 first-year college students | 74.5% student satisfaction with FC. Interviews showed that EG held positive perceptions toward the FC for its convenience, efficiency, reduced anxiety, and listening benefits. However, learning English in the FC demanded more self-control and more time. |
Xu and Li | 2014 | 180 | English | Mixed. Comparing pretest and post-test scores between EG and CG; focus group interview. | 85 first-year college students in total, 45 in EG, 40 in CG | Significance in post-test scores between EG and CG in favor of EG. Interviews showed that EG considered the FC more interesting, convenient, and efficient than the traditional method. |
Zhai and Lin | 2014 | 299 | English | Quantitative. Post-course survey. | 158 college students | The results of the regression analysis showed that students’ satisfaction with FC learning was affected by three common factors: learners’ expectations, perceived quality, and perceived value. |
Wang and Zhang | 2014 | 287 | English | Mixed. Post-course survey; focus group interview. | 216 college students | 43% of EG held positive attitudes toward the FC. Women were more likely to have positive attitudes than men. Students with high English proficiency liked it more than those with low English proficiency. |
