Integrating ARCS Motivation Model with Flipped Classroom in Foreign Language Teaching and Learning: A Systematic Literature Review.

Flipped classroom, an innovative approach that reverses traditional lecture and homework elements, has gained attention in foreign language teaching. This systematic literature review explored the interaction between flipped classroom and learning motivation, focusing on the ARCS motivation model (Attention, Relevance, Confidence, Satisfaction). According to PRISMA reporting guideline, our review process included the phases of Planning the review, Conducting the review, and Reporting the review. We searched five databases including SCOPUS, Science Direct, ProQuest, Research Gate, and CNKI, and 12 empirical articles were selected and analyzed. This study, based on the PICOS framework, extracted the research characteristics and methodologies, as well as the technological tools and their applications, from all selected articles. Among them, 11 studies indicated that the integration of flipped classroom and the ARCS motivation model could enhance both learners' foreign language skills (limited to listening, speaking, or writing) and their motivation levels, primarily in the aspects of Attention, Relevance, and Satisfaction. The aspect of Confidence, however, was found to be less significant. One study reported no improvement in motivation across all four ARCS dimensions, which might be attributed to factors such as teaching styles or students' individual attention spans. The limitations of the reviewed studies include a predominant focus on higher education, a limited number of studies, significant regional constraints in the application of technologies, and the lack of attention to reading skills in foreign language learning. The findings of this review highlight the effectiveness of integrating flipped classrooms with the ARCS model in enhancing foreign language learning outcomes. [ABSTRACT FROM AUTHOR]