Instructional design and strategies in flipped EFL teaching: a systematic review

Innovations in technology have increasingly shaped English as a Foreign Language (EFL) instruction, and flipped learning has emerged as a pedagogical approach in recent EFL research. This systematic review examines how instructional design models, instructional strategies, and educational technology tools have been integrated in flipped EFL contexts. Following the PRISMA 2020 guidelines, the review synthesizes 21 research articles, indexed in Scopus and Web of Science, published between 2014 and 2024. Qualitative thematic and content analysis were employed to interpret the data. While prior reviews have mainly examined general trends, effectiveness, and research methodologies in flipped EFL learning, this review addresses a gap by exploring how instructional design models and instructional strategies support the planning, delivery, and enhancement of flipped EFL instruction. The findings highlight the important role of instructional design models and instructional strategies in creating more effective, efficient, and engaging flipped EFL learning experiences. Models such as Revised Bloom’s Taxonomy and ARCS provide pedagogical scaffolding and motivational support, while systematic models such as ADDIE and ASSURE guide structured instructional planning. In addition, differentiated-layered instruction, collaborative learning, self-regulated learning, the 5E PSW model, discussion-oriented approaches, and project-based learning are reported to promote communicative activities, feedback, learner autonomy, and active participation in flipped EFL learning. The review also identifies a range of educational technology tools, from video materials to immersive technologies, that support course delivery, student engagement, collaboration, and assessment in flipped EFL teaching. The findings indicate a stronger research focus on speaking and writing skills than on reading and listening, suggesting the need for further research on receptive skills, cultural adaptation, and other multifaceted aspects of EFL learning. The review offers practical implications for EFL stakeholders and recommends future research on emerging instructional design models, instructional strategies, cross-cutting technologies, and integrative approaches to maximize flipped EFL experiences.