Use of Flipped Classroom Method in English as a Foreign Language Learners’ Reading Comprehension Skills: A Systematic Review Study

The study aims to analyze the trends and key findings of research on the use of flipped classroom methods in teaching English reading comprehension skills. Web of Science, ERIC, SCOPUS, and Google Scholar databases were searched, and 55 articles were selected to analyze. Selected articles were analyzed through content analysis in this study. According to the findings, the employment of the flipped classroom method in teaching English as a Foreign Language reading skills became widespread among researchers after 2016, and the number of articles in this field increased between 2020 and 2022. Moreover, quantitative methods and mixed-method research designs were mostly preferred in the studies in which the flipped classroom method was employed in teaching reading skills. In the studies examined, it was observed that the participants were mostly university students. Further research explained the challenges as well as the advantages of using this method. Additionally, the findings indicated that the flipped classroom method had a positive impact on the teaching method in general, and that English as a Foreign Language learners had a positive attitude toward this method. As this study focuses on reading comprehension, future studies could examine all language skills. Furthermore, there are very few experimental studies conducted at the primary school level; hence, more studies could be implemented.

Cite this article as: Güven.alan, Z. (2026). Use of flipped classroom method in English as a Foreign Language learners’ reading comprehension skills: A systematic review study. HAYEF: Journal of Education, 23, 0130, doi: 10.5152/hayef.2026.25130.