Learner engagement in the flipped foreign language classroom: Definitions, debates, and directions of future research

Abstract

Flipped classrooms have attracted widespread attention and interest from English for foreign language (EFL) practitioners and researchers and are regarded as a promising pedagogical approach to increase learning outcomes and facilitate learner engagement. This article takes stock of the publications on learner engagement in flipped EFL classrooms. In so doing, we aim to clarify the engagement construct specific to the EFL classroom setting, summarize the effect that flipped classrooms have on EFL learners’ engagement, and identify factors affecting engagement. We find that there has been a range of debates and tensions regarding flipped classrooms and learner engagement in EFL settings, and that more theory-grounded empirical studies are needed to delineate learner engagement in localized flipped learning and teaching contexts. We would argue that in future research, multiple variables, including learner dynamics and social-psychological factors, should be considered while flipping the EFL course so that practitioners can provide tailor-made support to improve learners’ engagement levels.