The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching


  • Yibu Luo



Blended Learning; Flipped Classroom; Motivation in Language Learning; Task-based Teaching.


Over the last decade, many educators have been investigating the pedagogical effectiveness of blended learning and flipped classroom models. In the conventional teaching process, instructors have been playing an essential role in the lecturing process. Conversely, students lead the learning process in the flipped classroom because they must complete tasks with extracurricular materials and classroom collaboration. Likewise, blended learning also asks students to dominate classroom learning procedures, but its communication medium is a mixture of face-to-face and online interaction. This essay evaluates blended learning and the flipped classroom model by evidence of both pros and cons. Lastly, the article concluded that the two new models provide significant reference cases in exploring better practice modes to increase the quality of second language teaching.


Download data is not yet available.


Adnan, M. (2017). Perceptions of Senior-year ELT Students for Flipped Classroom: A Materials Development Course. Computer Assisted Language Learning 30 (3–4): 204–222. https:// 10.1080 /09588221.2017.1301958.

Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation In Language Learning and Teaching, 13(2), 147-161.

Bower, K. (2019). Explaining motivation in language learning: a framework for evaluation and research. Language Learning Journal, 47(5), 558–574.

Crosthwaite, P., Sanhueza, A. G., & Schweinberger, M. (2021). Training disciplinary genre awareness through blended learning: An exploration into EAP students’ perceptions of online annotation of genres across disciplines. Journal of English for Academic Purposes, 53. https:// 10.1016/ j. jeap. 2021. 101021.

Ellis, R. (2009). Task-Based Language Teaching: Sorting Out the Misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246.

Ellis, R. (2017). Task-based language teaching. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 108–125). New York, NY: Routledge.

Grgurović, M. (2013). An application of the Diffusion of Innovations theory to the investigation of blended language learning. Innovation In Language Learning and Teaching, 8(2), 155-170. https:// Doi. org/10.1080/17501229.2013.789031.

Hall, C. J. S., & P.H. Wicaksono, R. (2011). Additional language education. Mapping Applied Linguistics (pp. 197–220). Routledge.

Ho, J. (2019). Gamifying the flipped classroom: how to motivate Chinese ESL learners? Innovation In Language Learning and Teaching, 14(5), 421-435.

Hockly, N. (2018). Blended Learning. ELT Journal: English Language Teaching Journal, 72(1), 97–101. https://

Hughes, N., Lan Lo, & Sujing Xu. (2019). Blended Chinese language learning design: an integrative review and synthesis of the literature. Language Learning Journal, 47(3), 313–331. https:// 10. 1080/09571736.2017.1280526.

Hung, H. T. (2017). Design-based research: Redesign of an English language course using a flipped classroom approach. Tesol Quarterly, 51(1), 180-192.

Jin, T., Su, Y., & Lei, J. (2020). Exploring the blended learning design for argumentative writing. Language Learning & Technology, 24(2), 23–34.

Kessler, M., Solheim, I., & Zhao, M. (2021). Can Task‐based Language Teaching Be “Authentic” in Foreign Language Contexts? Exploring the Case of China. TESOL Journal, 12(1). https:// 10. 1002/ tesj.534.

Sharifi, M., Rostami AbuSaeedi, A., Jafarigohar, M., & Zandi, B. (2018). Retrospect and prospect of computer assisted English language learning: a meta-analysis of the empirical literature. Computer Assisted Language Learning, 31(4), 413–436.

Vitta, J. P., & Al-Hoorie, A. H. (2020). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research.

Zarrinabadi, N., & Ebrahimi, A. (2019). Increasing peer collaborative dialogue using a flipped classroom strategy. Innovation In Language Learning and Teaching, 13(3), 267-276. https:// 10.1080/ 175 01229.2018.1455688.




How to Cite

Luo, Y. (2021). The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching. BCP Social Sciences & Humanities, 14, 190-194.