Components for the Design of a Flipped Classroom Module for EFL Pronunciation Learning: A Systematic Literature Review (SLR)

Abstract

Although flipped classrooms have been explored across various language-learning contexts, their application to English pronunciation remains relatively new. This is particularly relevant for Chinese non-English majors, who continue to struggle with phonological accuracy due, in part, to traditional teacher-centred instruction. Despite extensive research on English pronunciation pedagogy, a clear synthesis of the core components of an effective flipped classroom module is still lacking. Accordingly, the objective of this study is to systematically synthesize contemporary empirical evidence to identify the essential elements that constitute an effective flipped classroom model for pronunciation instruction. To address this gap, the present study undertakes a systematic literature review of 10 empirical investigations published between 2018 and 2023, derived from an initial corpus of 1,518 journal articles identified across Scopus, ERIC, ScienceDirect, and Springer. Analysis reveals five critical themes underpinning a successful module: instructional goals, time of intervention, pedagogical sequencing, learning resources, and student evaluation. The findings suggest that the deliberate integration of these elements provides instructors with a structured framework that can enhance instructional effectiveness and support EFL learners in improving their pronunciation skills.