Best Practices of Flipped Classrooms in TVET English Learning: A Systematic Literature Review

Yin Yang, and Nurul Aini Mohd. Ahyan
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Yin Yang,: Department of General Education, Chongqing Industry Polytechnic College, Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia,
Nurul Aini Mohd. Ahyan: Department of General Education, Chongqing Industry Polytechnic College, Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia,

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 1420-1434

Abstract: Along with the advancements in technology of the 21st century, the goal in Technical and Vocational Education and Training (TVET) to produce independent, collaborative, and self-directed skilled learners shifts the conventional classrooms from passive learning to active learning. Innovative pedagogy such as the flipped classroom is promising in improving students’ self-directed skills and higher-order thinking. However, the research on the application of flipped classrooms in English learning within the field of TVET is limited compared to that in higher education. This study explored the best practices of flipped classrooms in TVET English learning by conducting a systematic literature review of 11 articles from the SCOPUS database. Six dimensions were highlighted, including pre-class preparation, in-class activities, use of technology, assessment and feedback, students’ factors and motivation as well as learning outcomes. The findings underscored several valuable insights to improve the flipped classroom efficiency in TVET English education.

Date: 2025
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