THE IMPACT OF FLIPPED CLASSROOM ON INDEPENDENT STUDY IN MIDDLE SCHOOL FOREIGN LANGUAGE LEARNERS

This paper conducts a thorough review of existing and ongoing research on the flipped classroom, categorizing studies based on various aspects, including the types of activities in and out of class, evaluation measures used, and methodological features. Findings indicate that most research thus far has focused on student perceptions and employed single-group designs. Overall, while opinions about the flipped classroom are mixed, students generally express positive feelings. They often prefer face-to-face lectures over video formats but enjoy interactive classroom activities more than traditional lectures. Although anecdotal evidence points to improved learning outcomes in flipped classrooms compared to traditional settings, there is a lack of objective evaluations.