Abstract:

The flipped learning approach has been a teaching methodology for many years. The early implementation of the model was in science and math classes, but it has also gained popularity in language learning classrooms. Research proves that flipped learning motivates students, enhances speaking, listening, and writing skills and improves students’ academic performance. The key idea of flipped learning is that students access and study materials prior to class and the class itself opens up for discussion that deepens students’ understanding of the subject matter. In the context of Covid-19, teachers were forced to shift their classes online, and some teachers implemented flipped learning into the online setting—making it an even more relevant topic of discussion. The article aims to review the benefits and challenges of flipped learning presenting conclusions of a number of studies conducted in the area of flipped learning in language classes. In addition, the research paper presents and compares the methodology of flipped learning when it is applied in in-person classes, online synchronous classes, and asynchronous classes (SOFLA). Lastly, the article also seeks to analyze a number of digital tools that can be integrated into online flipped language classes in either synchronous or asynchronous parts of flipped language classes. The author of the article has selected and described a selection of tools that support active learning strategies and to make flipped languages effective and appealing to both students and teachers.

Keywords:

Flipped learning, flipped classroom, synchronous online flipped learning approach, online learning.