المجلة الجزائرية للأبحاث والدراسات
Volume 9, Numéro 2, Pages 147-166
2026-04-30
Flipped Classrooms And Productive Language Skills In Efl: A Critical Review With Reflections On Incidental Intercultural Awareness
Authors : Lahmar Abdelmalek .
Abstract
This meta-synthesis examines the impact of the flipped classroom (FC) model on the productive language skills of English as a Foreign Language (EFL) learners, with focused attention on speaking proficiency, writing development, and the emergent cultivation of intercultural awareness. Guided by three research questions, concerning the theoretical alignment of FC pedagogy with productive skills development, the pedagogical affordances and constraints of flipped instruction, and its potential to foster intercultural competence, the review systematically synthesizes 53 peer-reviewed empirical studies published between 2016 and 2025, drawn from databases including ERIC, Google Scholar, and Semantic Scholar. Studies were selected according to explicit inclusion criteria encompassing methodological rigor, EFL contextual relevance, and thematic alignment with the study’s core variables. Findings converge to indicate that flipped instruction consistently enhances oral fluency, written coherence, learner autonomy, and communicative engagement. Pre-class exposure to multimedia content, combined with collaborative in-class tasks, proves especially effective in reducing speaking anxiety and supporting compositional development. Several studies also document incidental gains in intercultural sensitivity, particularly when learners engage with culturally rich, authentic materials that prompt critical reflection. Despite persistent implementation challenges, including unequal digital access and variable teacher preparedness, the FC model emerges as a dynamic and theoretically grounded framework for advancing both communicative competence and intercultural awareness in EFL settings. The study contributes an integrated synthesis of current evidence that bridges pedagogical theory and classroom practice, offering applied implications for curriculum design, teacher development, and future research.
Keywords
Flipped classroom ; EFL instruction ; Speaking skills ; Writing development ; Intercultural awareness; meta-synthesis
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