Using Flipped Learning in Online English Literature Courses in Higher Education Institutions After COVID-19: Methods Towards Sustainability in Higher Education

Authors

  • Nasaybah Walid Awajan

    English Language and Translation Department, Middle East University, Amman 11610, Jordan

DOI:

https://doi.org/10.30564/fls.v7i8.10581
Received: 19 June 2025 | Revised: 30 June 2025 | Accepted: 10 July 2025 | Published Online: 29 July 2025

Abstract

The study explores the effect of using flipped learning in teaching English Literature courses in higher education institutions. The study focuses on the use of flipped learning in synchronous and asynchronous online courses despite the technological application used. The study is based on the quantitative approach, where a questionnaire was distributed to 37 lecturers of English Literature in different Jordanian universities. These instructors were asked to use flipped learning in their online English literature courses. The results showed that flipped learning helped improve the students'language and content knowledge by providing them with more time to finish the pre-lecture material and more time to prepare for the lectures. It also allows teachers to provide the students with more resources that could be accessible to them at any time. It also shows how the use of flipped learning has increased the engagement of the students on the emotional,behavioral, and cognitive levels.

Keywords:

Sustainability; Higher Education; Flipped Learning; Students'Performance

References

[1] Alhabahba, M.M., Pandian, A., Mahfoodh, O.H.A., 2016. English Language Education in Jordan: Some Recent Trends and Challenges. Cogent Education. 3(1), 1156809. DOI: https://doi.org/10.1080/2331186X.2016.1156809

[2] Awajan, N.W., 2022. Towards New Instructional Design Models in Online English Literature Courses During COVID-19 for Sustainability Assurance in Higher Education. Online Journal of Communication and Media Technologies. 12(4), e202241. DOI: https://doi.org/10.30935/ojcmt/12531

[3] Awajan, N.W., 2022. Increasing Students’ Engagement: The Use of New Instructional Designs in English Literature Online Courses During COVID-19. Frontiers in Education. 7, 1060872. DOI: https://doi.org/10.3389/feduc.2022.1060872

[4] Awajan, N.W., 2023. The Effect of Implementing Technology in Formative Assessments to Ensure Student Learning in Higher Education English Literature Courses after COVID-19. Online Journal of Communication and Media Technologies. 13(2), e202320. DOI: https://doi.org/10.30935/ojcmt/13049

[5] Awajan, N.W., Malkawi, N., Al-Hyari, K., et al., 2024. Have we Really Benefited from Integrating Blended Learning in Higher Education Programs after COVID-19? Jordan as a Case Study. Cogent Education. 11(1), 1–13. DOI: https://doi.org/10.1080/2331186X.2024.2431788

[6] Malkawi, N., et al., 2023. The Effectiveness of Using Student-Created Questions for Assessing Their Performance in English Grammar: Case Study of “King Abdullah II Schools for Excellence” in Jordan. World Journal of English Language. 13(5), 156–170. DOI: https://doi.org/10.5430/wjel.v13n5p156

[7] Al-Hyari, K., 2020. Blended Learning at the Faculty of Business in Al-Balqa Applied University. International Journal of Business and Management. 15(10), 14–26. DOI: https://doi.org/10.5539/ijbm.v15n10p14

[8] Tabieh, A., Hamzeh, M., 2022. The Impact of Blended-Flipped Learning on Mathematical Creative Thinking Skills. Journal of Educators Online. 19(3), 1–11. Available from: https://files.eric.ed.gov/fulltext/EJ1363793.pdf

[9] Krsmanovic, I.M., 2022. “Unmute, please!”: Tertiary Lecturers’ Perceptions on Emergency Remote English Language Teaching During COVID-19 Pandemics. European Journal of Interactive Multimedia and Education. 3(2), e02211. DOI: https://doi.org/10.30935/ejimed/12272

[10] Król, S., 2016. E-learning as an Innovative Method of Education. Journal of World Scientific News. 48, 178–182. Available from: https://scispace.com/pdf/e-learning-as-an-innovative-method-of-education-4lssqbhs8q.pdf

[11] Hu, H., Huang, F., 2022. Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic. International Journal on Studies in Education. 4(1), 72–85. DOI: https://doi.org/10.46328/ijonse.59

[12] Zhang, J., 2020. The Construction of College English Online Learning Community under ADDIE Model. English Language Teaching. 13(7), 46–52. DOI: https://doi.org/10.5539/elt.v13n7p46

[13] Ari, A., Schmitt, N., 2022. Student-friendly Teaching Approaches. International Journal of Instruction. 15(2), i-iii. DOI: https://doi.org/10.29333/iji.2022.1520a

[14] Rahmadhani, M.S., 2022. The Development of English Textbook by Using ADDIE Model to Improve English Speaking Skill for Non-English Department Students. Anglo-Saxon: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris. 12(1), 65–79. DOI: https://doi.org/10.33373/as.v12i1.3478

[15] Maican, M., Cocoradă, E., 2021. Online Foreign Language Learning in Higher Education and its Correlates During the COVID-19 Pandemic. Sustainability. 13, 781. DOI: https://doi.org/10.3390/su13020781

[16] Cifuentes-Faura, J., 2020. Docencia Online y COVID-19: La necesidad de reinventarse [Online teaching and COVID-19: The need to reinvent]. Revista de Estilos de Aprendizaje. 13, 115–127. DOI: https://doi.org/10.55777/rea.v13iEspecial.2149

[17] Crawford, J., Cifuentes-Faura, J., 2022. Sustainability in Higher Education During the COVID-19 Pandemic: A Systematic Review. Sustainability. 14, 1879. DOI: https://doi.org/10.3390/su14031879

[18] E-Learning Policy Paper, 2020. E-learning policy paper, the future of higher education in Jordan and the timetable for digital transformation in higher education. The Ministry of Higher Education and Scientific Research: Amman, Jordan. Available online: https://erasmus-plus.org.jo/ (accessed on 15 July 2025)

[19] Leal Filho, W., Manolas, E., Pace, P., 2015. The Future We Want: Key Issues on Sustainable Development in Higher Education after Rio and the UN Decade of Education for Sustainable Development. International Journal of Sustainability in Higher Education. 16, 112–129. DOI: https://doi.org/10.1108/IJSHE-03-2014-0036

[20] Mulà, I., Tilbury, D., 2009. A United Nations Decade of Education for Sustainable Development (2005–14): What Difference Will It Make? Journal of Education for Sustainable Development. 3(1), 87–97. DOI: https://doi.org/10.1177/097340820900300116

[21] Al-Awidi, H., Abumosa, M., Al-Mughrabi, A., 2024. The Effect of Mobile Image Recognition-Based Augmented Reality Application on Students’ Acquisition of Science Processing Skills and Motivations to Learn Science. Interactive Learning Environments. 33(2), 1238–1249. DOI: https://doi.org/10.1080/10494820.2024.2367020

[22] Allani, S., Al Sallaq, A., 2025. The Use of Artificial Intelligence Applications by Media Students in Palestinian Universities and Their Achieved Gratifications: A Field Study. Middle East Journal of Communication Studies. 5(1), 1–24. Available from: https://mejcs.meu.edu.jo/en/wp-content/uploads/2025/04/4-%D8%AF-%D8%B3%D8%B9%D9%8A%D8%AF-%D8%B9%D9%84%D8%A7%D9%86%D9%8A-9-3-2025.pdf

[23] Czerkawski, B., Bumen, N.T., 2013. Universal Design for E-learning: A Review of the Literature for Higher Education. Proceedings of the World Conference on E-Learning in Corporate, Government, Health Care and Higher Education 2013. Ls Vegas, NV, USA. pp.1480–1483.

[24] Salameh, F., 2012. Some Problems Students Face in Studying English Poetry in Jordan: A Corpus-driven Study of Students’ Responses. International Journal of Teaching and Case Studies. 8(2), 5–51. Available online: https://www.academia.edu/2421622/Some_problems_students_face_in_studying_English_poetry_in_Jordan_a_corpus_driven_study_of_students_responses (accessed on 15 July 2025)

[25] Peskin, J., Allen, G., Wells-Jopling, R., 2010. The Educated Imagination: Applying Instructional Research to the Teaching of Symbolic Interpretation of Poetry. Journal of Adolescent & Adult Literacy. 53(6), 498–507. DOI: https://doi.org/10.1598/JAAL.53.6.6

[26] Huwari, I.F., 2019. Problems Faced by Jordanian Undergraduate Students in Speaking English. International Journal of Innovation, Creativity and Change. 8(9), 203–217. Available online: https://www.ijicc.net/images/vol8iss9/8915_Huwari_2019_E_R.pdf (accessed on 15 July 2025)

[27] Hussein, E.T., Al-Emami, A.H., 2016. Challenges to Teaching English Literature at the University of Hail: Instructors’ Perspective. Arab World English Journal. 7(4), 125–138. DOI: https://doi.org/10.24093/awej/vol7no4.9

[28] Marshall, H., Kostka, I., 2020. Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach. The Electronic Journal for English as a Second Language. 24(2), 1–14. Available online: https://files.eric.ed.gov/fulltext/EJ1268565.pdf (accessed on 15 July 2025)

[29] Ngo, H.K., Md Yunus, M., 2021. Flipped Classroom in English Language Teaching and Learning: A Systematic Literature Review. International Journal of Academic Research in Business and Social Sciences. 11(3), 185–196. DOI: https://doi.org/10.6007/IJARBSS/v11-i3/8622

[30] Farrah, M., Qawasmeh, A., 2018. English Students’ Attitudes Towards Using Flipped Classrooms in Language Learning at Hebron University. Research in English Language Pedagogy. 6(2), 275–294. DOI: https://doi.org/10.30486/RELP.2018.542708

[31] Vitta, J.P., Al-Hoorie, A.H., 2020. The Flipped Classroom in Second Language Learning: A Meta-analysis. Language Teaching Research. 1–25. DOI: https://doi.org/10.1177/1362168820981403

[32] Mehring, J., Leis, A., 2018. Innovations in Flipping the Language Classroom: Theories and Practices, 1st ed. Springer Berlin Heidelberg: New York, NY, USA.

[33] Arslan, A., 2020. A Systematic Review on Flipped Learning in Teaching English as a Foreign or Second Language. Journal of Language and Linguistic Studies. 16(2), 775–797. DOI: https://doi.org/10.17263/jlls.759300

[34] Kostka, I., Marshall, H., 2017. Flipped Learning in TESOL: Past, Present, and Future. In: Perren, J., Kelch, K.,Byun, J., Cervantes, S., Safavi, S.(Eds.). Applications of CALL Theory in ESL and EFL Environments. IGI Global: New York, NY, USA. pp. 223–243.

[35] Cottrell, D.M., Robison, R.A., 2003. Case 4: Blended Learning in an Accounting Course. Quarterly Review of Distance Education. 4(3), 261–269. DOI: https://www.learntechlib.org/p/97580/

[36] Perkins, D., 2006. Constructivism and Troublesome Knowledge. In: Meyer, J.H.F., Land, R. (Eds.). Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge. Routledge: London, UK. pp. 33–47.

[37] Roberts, N.A., Plakhotnik, M.S., 2009. Building Social Capital in the Academy: The Nature and Function of Support Systems in Graduate Adult Education. New Directions for Adult and Continuing Education. 2009(122), 43–52. DOI: https://doi.org/10.1002/ace.333

[38] Kernagaran, V., Abdullah, A., 2022. A Systematic Literature Review of Flipped Learning in English as Second Language (ESL) Context. International Journal of Instruction. 15(2), 793–814. DOI: https://doi.org/10.29333/iji.2022.15243a

[39] Park, J., 2016. A Study on English Literature Teaching Methods Using Flipped Learning. International Journal of Computer Science and Information Technology for Education. 1(1), 73–78. DOI: http://dx.doi.org/10.21742/ijcsite.2016.1.12

[40] Violita, V., Budiraharjo, M., 2020. Enhancing Students’ Engagement and Active Learning Through Flipped Classroom in Literature Class. Academic Journal PERSPECTIVE: Language, Education, and Literature. 10(1), 49–59.

[41] Sánchez-Cuervo, M., 2024. Flipped Classroom in the English Literature Lesson. Proceedings of The 7th World Conference on Research in Education. 1(1), 35–45. DOI: https://doi.org/10.33422/worldcre.v1i1.211

[42] Sulaiman, N., 2018. Implementing Blended Learning and Flipped Learning Models in the University Classroom: A Case Study. Teaching English with Technology. 18(4), 34–47. Available online: http://www.tewtjournal.org (accessed on 15 July 2025)

[43] 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. DOI: https://doi.org/10.54691/BCPSSH.V14I.193

[44] Khodabandeh, F., Naseri, E., 2021. Comparing the Impact of Blended and Flipped Teaching Strategies on Students' Skimming Technique and Vocabulary Learning. Teaching English Language. 15(2), 127–154. DOI: https://doi.org/10.22132/TEL.2021.141560

[45] Almanafi, A., Osman, S., Alghtani, R., 2024. The Evolution of Flipped Learning of English Language Teaching: A Critical Review with a Focus on Libyan Higher Education. IOSR Journal of Research & Method in Education. 14(5), 40–48.

[46] Khalaf, B.K., Al-Abbas, L.S., Mahmood, I.M., Shabeeb, T.I., Mustafa, S.A., 2025. From Traditional to Constructive Digital Classrooms: Learners’ Perceptions of Technologies in Reading Classes. Research Journal in Advanced Humanities. 6(2). 1–16. https://royalliteglobal.com/advanced-humanities/article/view/1955/945

[47] Birova, L., Ruiz-Cecilia, R., Guijarro-Ojeda, J.R., 2023. Flipped Classroom in EFL: A Teaching Experience with Pre-service Teachers. Frontiers in Psychology. 14, 1269981. DOI: https://doi.org/10.3389/fpsyg.2023.1269981

[48] Nong, W., Cao, H., Ye, J., 2025. Analysis of Chinese College Students’ Learning Experience in a Blended-Flipped Classroom: Based on the Belief-Action-Outcome (BAO) Model. International Journal of Information and Education Technology. 15(4), 662–671. DOI: https://doi.org/10.18178/ijiet.2025.15.4.2274

[49] Hair, J.F., Black, W.C., Babin, B.J., et al., 2010. Multivariate Data Analysis, 7th ed. Macmillan Publishing Company: New York, NY, USA.

[50] Pallant, J., 2005. SPSS Survival Manual: A Step-by-step Guide to Data Analysis Using SPSS for Windows (Version 12), 2nd ed. Open University Press: Maidenhead, UK.

Downloads

How to Cite

Awajan, N. W. (2025). Using Flipped Learning in Online English Literature Courses in Higher Education Institutions After COVID-19: Methods Towards Sustainability in Higher Education. Forum for Linguistic Studies, 7(8), 156–168. https://doi.org/10.30564/fls.v7i8.10581

Issue

Vol. 7 , Iss. 8 (August 2025): In progress

Article Type

Article

License

Copyright © 2025 Nasaybah Walid Awajan

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.