The Effect of Flipped Classroom on EFL Learners’ Competence with Different Learning Styles: A Meta-Analysis

<p><em>This meta-analysis examines the effectiveness of the Flipped Classroom (FC) model in enhancing EFL learners' competence, focusing on the impact of different learning styles</em><em>․</em><em> This study synthesizes data from 14 quasi-experimental studies published between 2015 and 2024, following PRISMA guidelines</em><em>․</em><em> The study evaluates the overall effect size (ES) and applies moderator analysis to assess variations across student majors, language learning targets, education levels, and geographic regions</em><em>․</em><em> Findings: Results indicate a moderate positive impact of the FC model on EFL learners' competence (ES = 1</em><em>․</em><em>99, 95% CI: 0</em><em>․</em><em>38 – 3</em><em>․</em><em>59)</em><em>․</em><em> Notably, English-major students and those focusing on reading comprehension showed the most significant improvement</em><em>․</em><em> Additionally, learners at the college level benefited more than high school students</em><em>․</em><em> Implications: These findings suggest that the FC model can be effectively tailored to different learning styles, supporting a more personalized and interactive EFL learning experience</em><em>․</em><em> The study underscores the need for further research to optimize FC implementation across diverse educational and cultural contexts</em><em>․</em><em></em></p>