Motivation in English Language Teaching and Learning through the ICT-Mediated Flipped Classroom Model: A Systematic Literature Review in International Contexts

Julio Antonio Álvarez Martínez, Universidad de Antioquia
Juan Fernando Gómez, Tecnológico de Antioquia - Institución Universitaria
Walter Darién Gómez Torres, Tecnológico de Antioquia - Institución Universitaria
Juan Carlos Restrepo Botero, Tecnológico de Antioquia - Institución Universitaria

https://doi.org/10.9743/JEO.2025.22.3.10

Abstract

This systematic review synthesizes evidence on the impact of integrating Information and Communication Technology (ICT) and the flipped classroom model (FCM) on student motivation, engagement, and English language proficiency. Relevant studies from 2015 to 2023 were identified through electronic databases. Eligible studies examined the integration of ICT and FCM in English language teaching. A narrative synthesis was performed on 66 studies involving over 10,000 students. Findings showed favorable outcomes for student motivation, engagement, and English proficiency. However, study quality varied, with limitations like small sample sizes and self-reported measures. Further research with rigorous designs is needed to confirm these findings.

Keywords: flipped classroom model (FCM), information and communication technologies (ICT), teaching English as a foreign language (EFL), student motivation, academic performance.