Flipped learning to enhance reading and writing in primary and secondary school english classrooms

Abstract

This research synthesis is meant to determine the effects of Flipped Learning (FL) on students’ reading and writing skills in the context of primary and secondary school English classrooms. For this purpose, sixteen research studies conducted in the settings mentioned previously have been taken into account. An important criterion for the selection of the papers was that they needed to be carried out in primary and secondary school English classrooms, without differentiating if the language was learned as a second or foreign language. The studies were examined to discover the impact of FL on students’ reading and writing skills by analyzing the advantages and disadvantages that both teachers and students experienced and their perspectives towards this approach. These aspects were included with the purpose of finding if FL could boost the development of the reading and writing skills. The effects that teachers and students perceived and, therefore, their perceptions, were directed towards different aspects of FL, such as its benefits and drawbacks in the English learning process and the feelings of the participants. The analysis helped to establish FL as an encouraging approach for enhancing the target skills. In the same way, this research synthesis allowed to set the relevance and necessity of knowing deeply the use of this approach within the English classrooms in the Ecuadorian context in primary and secondary school settings.