Akademik Veri Yönetim Sistemi
LANGUAGE LEARNING & TECHNOLOGY, cilt.24, ss.41-43, 2020 (SSCI, Scopus)
Flipped learning has become a fashionable instructional model in education, with its transitional role of
converting traditional in-class activities into out-of-class activities and taking learning beyond the confines
of the classroom (Bergmann & Sams, 2012). Use of the model has grown exponentially in various
educational disciplines following its first appearance in the literature (O'Flaherty & Phillips, 2015).
However, the model has only become widespread in the foreign and second language-learning domain over
recent years, due to the promised gains for language development (Wang & Qi, 2018). With their timely
book, Flipping Academic English Language Learning: Experiences from an American University, the
authors, Erik Voss and Ilka Kostka, have made an important contribution to this new area of interest in the
language-learning domain. The book is part of the SpringerBriefs in Education project, which aims to
present innovative research topics and practical applications in education to the readers through compact
volumes between 50 to 125 pages. Combining elements of both journals and books, the book differs from
other recent resource books (i.e., Mehring & Leis, 2018). The authors have presented a concise yet
comprehensive book within the scarce literature on flipped learning in language teaching.