Page 1 ㅤ INTERNATIONAL MULTIDISCIPLINARY JOURNAL OF RESEARCH FOR INNOVATION, SUSTAINABILITY, AND EXCELLENCE (IMJRISE) ISSN: 3028-032X (online) | ISSN: 3028-0370 (print) Volume 1, Issue no. 5 (2024) IMJRISE Shifting Paradigms in Language Education: Assessing the Role of Flipped Learning in High School EFL/ESL Instruction DOI: https://doi.org/10.5281/zenodo.11099480 Prof. Joel Mugadza Andrews University, Berrien Springs, MI, USA https://orcid.org/0009-0006-8164-7667 ⬜ Osias Kit T. Kilag PAU Excellencia Global Academy Foundation, Inc., Mercado St., Poblacion, Toledo City, Cebu, Philippines https://orcid.org/0000-0003-0845-3373 ⬜ Santiago B. Hubahib Jr. Koyuk Malimuit School, Bering Strait School District, Koyuk, Alaska, USA. https://orcid.org/0009-0007-8143-9857 ⬜ Marlon T. Villaver, Jr. Jefferson Union High School District, California, USA https://orcid.org/0000-0003-4132-1161 ⬜ Pastor Ali C. Najarro Bering Strait School District, Unalakleet, Alaska https://orcid.org/0009-0007-8026-3079 ⬜ Lorlaine R. Dacanay, DA Department of Education, Schools Division of Talisay City, Philippines https://orcid.org/0000-0002-4692-1652 Abstract: Flipped learning has emerged as a transformative pedagogical approach with the potential to enhance educational outcomes across various disciplines, including English as a foreign or second language (EFL/ESL). This systematic review explores the implementation of flipped learning in high school education, focusing specifically on its impact on EFL/ESL instruction. The review synthesizes findings from existing literature to elucidate the benefits, challenges, and implications of flipped learning in EFL/ESL contexts. Key findings highlight the positive effects of flipped learning on student engagement, learning outcomes, and language proficiency development. However, challenges related to technology access, teacher workload, and the need for professional development are also identified. Despite these challenges, flipped learning demonstrates promise in fostering learner autonomy and improving language learning outcomes. The implications of these findings for educators, policymakers, and researchers are discussed, emphasizing the importance of continued exploration and support for flipped learning initiatives in high school EFL/ESL education. Keywords: Flipped learning, High school education, English as a foreign language (EFL), English as a second language (ESL), Student engagement Introduction: In the contemporary landscape of education, the integration of technology into instructional practices has become increasingly prevalent. One notable pedagogical approach that has garnered attention in recent years is flipped learning. Coined by Bergmann and Sams in 2007, flipped learning aims to invert the traditional classroom model by shifting the delivery of instructional content outside of the classroom, thereby freeing up valuable class time for interactive and collaborative activities (Bergmann & Sams, 2012). This approach is characterized by the completion of homework and exposure to instructional material prior to class, allowing students to engage in deeper discussions, projects, and problem-solving activities during face-to-face sessions (Gasmi & Thomas, 2017; Li & Zhang, 2016). Flipped learning, often considered a form of blended learning, offers students the flexibility of self-paced learning and the opportunity for collaborative engagement within the classroom environment (Cottrell & Robison, 2003; Yu & Zhu, 2016). By providing access to learning materials anywhere and anytime, flipped learning seeks to enhance student engagement, comprehension, and retention (Perkins, 2006; Roberts & Plakhotnik, 2009). While flipped learning has shown promise in various educational contexts, including STEM disciplines and language education, its implementation is not without challenges. Concerns have been raised regarding equitable access to technology, resistance to change within educational cultures, and the need for additional training for teachers (Missildine et al., 2013; Hamdan et al., 2013; Kim et al., 2014). Additionally, the preparation of materials for flipped learning can impose a significant workload on educators, and students may find pre-class activities time-consuming (Karabulut-Ilgu et al., 2018; Snyder et al., 2014). Despite these challenges, flipped learning has demonstrated potential benefits in terms of increased student motivation, engagement, and learning outcomes (Sams & Bergmann, 2013; Thaichay & Sitthitikul, 2016; Li, 2016). However, there remains a need for a comprehensive understanding of the effectiveness of flipped learning in high school education, particularly in the field of teaching English as a foreign or second language (EFL/ESL). This research aims to address this gap by conducting a systematic review of the existing literature on flipped learning in high school education, with a focus on its implementation and outcomes in EFL/ESL classrooms. By synthesizing and analyzing the findings from relevant studies, this