SECOND LANGUAGE ACQUISITION THROUGH THE FLIPPED LEARNING PARADIGM: A SYSTEMATIC LITERATURE REVIEW

نموذج التعلم المقلوب في اكتساب اللغة الثانية:  مراجعة للدراسات السابقة

The objective of this study is to examine the findings of the literature review in relation to the flipped learning paradigm (FLP) in the field of Second language acquisition (SLA). In order to conduct the study, a total of 31 articles were analyzed. The study conducted a systematic review of the influences of the FLP on the teaching practices of (SLA). Numerous online databases were searched to identify relevant articles published between 2014 and 2020. The study illustrated that FLP can empower students to participate more actively in their learning activities by giving students more freedom to construct their knowledge. Moreover, active learning activities in the class within the model was positively affect the classroom engagement levels of the students. This may be due to the students performing the activities in class with the guidance of the teacher and the teacher giving immediate feedback. The study also showed the challenges associated with FLP that may guide teachers and students in utilizing FLP in language acquisition. Although academic studies into the effectiveness of FLP for language learning have been largely confined to English as a second language (ESL), however, the findings of the study are likely transferable to other languages, in particular, the learning of Arabic as a second language (ASL).

هدفت هذه الدراسة إلى معرفة نتائج الدراسات السابقة المتعلقة بالتعليم المقلوب فيما يتعلق باكتساب اللغة الثانية. ومن أجل إجراء الدراسة فقد تم جمع ومراجعة ما مجموعه 31 دراسة علمية. تم استخدام المراجعة المنهجية كطريقة لتحليل الدراسات لمعرفة التأثيرات المنهجية للتعليم المقلوب على اكتساب اللغة الثانية. تم إجراء البحث في العديد من قواعد البيانات عبر الإنترنت لتحديد المقالات ذات الصلة المنشورة بين عامي 2014 و2020. كشفا الدراسة أن التعليم المقلوب يمكن أن يُمكن الطلاب من المشاركة بشكل نشط من خلال إعطاء ومنح الطالب مزيدا من الحرية في بناء معارفهم الخاصة. علاوة على ذلك، أثرت أنشطة التعلم النشط في الفصل داخل النموذج بشكل إيجابي على مستويات المشاركة الصفية للطلاب وقد يكون هذا بسبب قيام الطلاب بالأنشطة في الفصول الدراسية وبمراقبة وتوجيه من المعلم. كما أظهرت الدراسة بعض التحديات التي قد تواجه اكتساب اللغة الثانية من خلال تبني التعليم المقلوب. على الرغم من أن الدراسات الأكاديمية وتطبيقات التعليم المقلوب في اكتساب اللغة قد اقتصرت إلى حد كبير على اللغة الإنجليزية كلغة ثانية ومع ذلك فإن من المحتمل أن تكون نتائج وتطبيقات التعليم المقلوب قابلة لتطبيقها في كثير من اللغات الأخرى مثل اللغة العربية كلغة ثانية.

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