The Flipped ESL Classroom for Outcome-Based Education: A Critical Synthesis of Empirical Research (2020–2025)


Authors : Sarinrat Eiamworawuttikul

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/3xa7b6n8

Scribd : https://tinyurl.com/35558dt9

DOI : https://doi.org/10.38124/ijisrt/25nov1101

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Abstract : This documentary research article presents a systematic critical synthesis of the pedagogical alignment and demonstrable outcomes of the Flipped Classroom (FC) model within English as a Second Language (ESL) contexts governed by Outcome-Based Education (OBE) principles. Utilizing a Directed Content Analysis (DCA) framework, the review established the extent to which FC facilitates the achievement of essential OBE competencies. The review adhered to PRISMA guidelines, analyzing a corpus of 25 SCOPUS-indexed empirical journal articles published between January 2020 and May 2025. Findings consistently demonstrate that FC structurally supports OBE's core demands by shifting instructional focus away from transmission towards active, student-centered learning. Specifically, the model significantly enhances measurable L2 competence gains, fosters the development of Higher-Order Thinking Skills (HOTS) through experiential in-class activities, and crucially cultivates Self-Regulated Learning (SRL) strategies, fulfilling OBE's mandate for intellectual and life skills. The synthesis provides critical implications for ELT curriculum design, emphasizing the need for high-fidelity in-class task structure and sustainable institutional support to maximize FC's potential within competency-based curricula.

Keywords : Flipped Classroom (FC); English as a Second Language (ESL); Outcome-Based Education (OBE); Directed Content Analysis (DCA); Higher-Order Thinking Skills (HOTS); Self-Regulated Learning (SRL); Competency-Based Curriculum; Active Learning; ELT Curriculum Design; SCOPUS Documentary Review.

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This documentary research article presents a systematic critical synthesis of the pedagogical alignment and demonstrable outcomes of the Flipped Classroom (FC) model within English as a Second Language (ESL) contexts governed by Outcome-Based Education (OBE) principles. Utilizing a Directed Content Analysis (DCA) framework, the review established the extent to which FC facilitates the achievement of essential OBE competencies. The review adhered to PRISMA guidelines, analyzing a corpus of 25 SCOPUS-indexed empirical journal articles published between January 2020 and May 2025. Findings consistently demonstrate that FC structurally supports OBE's core demands by shifting instructional focus away from transmission towards active, student-centered learning. Specifically, the model significantly enhances measurable L2 competence gains, fosters the development of Higher-Order Thinking Skills (HOTS) through experiential in-class activities, and crucially cultivates Self-Regulated Learning (SRL) strategies, fulfilling OBE's mandate for intellectual and life skills. The synthesis provides critical implications for ELT curriculum design, emphasizing the need for high-fidelity in-class task structure and sustainable institutional support to maximize FC's potential within competency-based curricula.

Keywords : Flipped Classroom (FC); English as a Second Language (ESL); Outcome-Based Education (OBE); Directed Content Analysis (DCA); Higher-Order Thinking Skills (HOTS); Self-Regulated Learning (SRL); Competency-Based Curriculum; Active Learning; ELT Curriculum Design; SCOPUS Documentary Review.

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