This study investigates the effectiveness of a blended learning model integrating Flipped Classroom and Think-Pair-Share (TPS) in university-level English language teaching (ELT). It evaluates its impact on English proficiency and student engagement, addressing the growing need for interactive, student-centered instruction in higher education. A quasi-experimental mixed-methods design was applied to 80 first-semester university students, divided into experimental and control groups. The experimental group engaged in Flipped Classroom and TPS activities, while the control group followed conventional instruction. English proficiency was measured through pre- and post-tests, while student engagement was assessed using questionnaires, interviews, and classroom observations. Paired t-tests and thematic analysis were conducted to analyze the data. The experimental group outperformed the control group in all language skills, with the highest gains in speaking (30%) and writing (26.5%). Student engagement significantly increased, particularly in classroom discussions (+38.71%). Qualitative findings revealed that students found the blended model more engaging, interactive, and effective in fostering collaboration and confidence in language use. The study provides empirical evidence supporting the integration of Flipped Classroom and TPS in ELT, offering practical insights for curriculum development, faculty training, and policy adaptation in higher education. This study contributes to blended learning research in ELT, demonstrating its potential for scalable, adaptive, and technology-enhanced pedagogies. Future research should explore long-term retention, cross-cultural implementation, and AI-driven learning support.
D. Anggraini, Jufrizal· Journal of Intelligent Decis...· 0 citations
Flipped learning is a student-centered teaching strategy that reverses the conventional learning environment by delivering instructional content before the class while moving activities, such as homework, into the classroom. Primarily, this study has made a systematic review of the literature on flipped learning in mathematics and science education following the PRISMA guidelines. It has also observed how the higher education system in Nepal can be transformed. After the intensive investigation and screening of the database, 65 peer-reviewed articles published from 2015 to 2025 were selected for the review study. The findings of the reviewed studies show that well-designed flipped learning always leads to enhanced students' engagement, academic performance, deeper conceptual understanding, and the development of higher-level thinking skills. Furthermore, the reviewed studies explain that flipped learning modifies traditional classroom setups into interactive, collaborative, and learner-centered learning activities. The findings of this review also indicate that structured pre-class preparation, in-class collaborative tasks, and continuous formative assessment are the key essence of this model. Nevertheless, students’ readiness, faculty’s workload, the digital divide, and institutional culture still remain major obstacles in this regard. Finally, this study provides an evidence-based summary of the reviewed studies and offers policy-related guidance for the promotion and reform of learner-centered higher education in Nepal.
R. Kunwar, Umanath Lamsal, Narhari Acharya· Educational Developments· 0 citations
The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence and provides practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.
Roswita M. Aboe, Naniek Jusnita, Asrul M. Syawal et al.· Journal of Languages and Lan...· 0 citations
The findings showed that the teachers used Canva, YouTube, Quizizz, Google Forms, and Microsoft PowerPoint to support communication, collaboration, creativity, engagement, and differentiated instruction, however, ICT implementation remained limited.
Maya Marsevani, Johnathan Evans, Melisa Ayu Rumianti et al.· JOURNEY (Journal of English...· 0 citations
Improving learning outcomes in elementary education requires a comprehensive understanding of multiple educational factors that contribute to effective teaching and learning. This study aims to systematically synthesize empirical evidence regarding teacher competence, instructional media, and learning motivation in relation to elementary school students’ learning outcomes through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines, encompassing the stages of identification, screening, eligibility assessment, and inclusion. Literature was retrieved from Scopus, SINTA, and Google Scholar, yielding 145 records, of which 20 empirical studies published between 2020 and 2025 met the predefined inclusion criteria and were included in the qualitative synthesis. The findings were analyzed using thematic synthesis and organized into four recurring themes: teacher competence, instructional media, learning motivation, and competence–media integration. The synthesis indicates that teacher competence is consistently associated with instructional quality, while interactive instructional media support students’ engagement and conceptual understanding when integrated appropriately into classroom practices. Learning motivation is frequently reported as an important learner-related factor associated with participation, persistence, and academic achievement. However, variations across studies suggest that these relationships are influenced by differences in educational contexts, instructional approaches, and methodological designs. This review contributes by integrating fragmented empirical evidence into an integrative conceptual framework that organizes recurring research patterns and contextual relationships among the reviewed variables. The findings provide theoretical guidance for future research and practical implications for teacher professional development, instructional innovation, and educational policy aimed at improving elementary school learning outcomes.
This study investigated the effectiveness of digital flipbooks in enhancing the writing skills of Grade 10 students at Bantayan National High School during the school year 2025–2026. Writing, a critical macro skill in English, remains a challenge among Filipino learners due to issues in grammar, coherence, and motivation. A quasi-experimental design was employed, involving 66 students divided into control and experimental groups. The experimental group utilized a researcher-developed digital flipbook covering competencies such as argumentative, informative, and persuasive writing, as well as reader-response interpretation. Pre-test and post-test results were analyzed to determine performance differences. Findings revealed that the experimental group demonstrated significant improvement compared to the control group, particularly in argumentative essay writing and application of persuasive techniques. However, least mastered competencies included reader-response interpretation and advanced grammar. The study concludes that digital flipbooks are effective instructional tools that scaffold writing development, promote learner engagement, and address literacy gaps. Recommendations include enhancing flipbook content to strengthen least mastered skills and integrating technology-based aids into classroom instruction.
E. M. S. TORRE· International Journal of Sci...· 0 citations
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