Table 7 Effect of FCs on learners.
From: Research on flipped classrooms in foreign language teaching in Chinese higher education
Effect | Codes | f | Positive effect example study | f | No/negative effect example study |
|---|---|---|---|---|---|
Direct educational outcome | Foreign language proficiency | 39 | Zhu et al. (2021) | ||
Speaking skills | 14 | Wang et al. (2018) | 1 | Yin (2016) | |
Listening skills | 11 | Li and Wu (2015) | 1 | Yan and Zhou (2021) | |
Reading skills | 4 | Li and Wu (2015) | |||
Writing skills | 8 | Li and Wu (2015) | 1 | Yan and Zhou (2021) | |
Interpreting skills | 2 | Wang (2015) | |||
Translation skills | 5 | Jiang and Tao (2018) | |||
Content knowledge | 1 | Wan (2016) | |||
Indirect educational outcome | Motivation | 4 | Xu (2017) | ||
Interest | 6 | Cao (2020) | 1 | Wang (2015) | |
Confidence | 4 | Qiao (2017) | |||
Engagement | 11 | Qiao (2017) | |||
Interaction | 6 | Wan (2016) | |||
Cooperation | 9 | Li and Wang (2017) | |||
Creativity | 3 | Zhang and Deng (2021) | |||
Independent learning ability | 31 | Cao (2020) | |||
Critical thinking ability | 6 | Li and Wang (2017) | |||
Information literacy | 3 | Wu (2015) | |||
Learning strategies | 3 | Yu and Chen (2016) | |||
Learning efficiency | 3 | Yan et al. (2016) | |||
Self-efficacy | 2 | Cheng (2016) | |||
Stress or anxiety | 5 | Wang (2016) | 1 | Gao and Li (2016) |
