Effectiveness of the flipped classroom, project-based learning in development os writing in efl: a systematic review of the literature
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Date
2026-04-15
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Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC)
Abstract
Developing writing competence in teaching English as a foreign language (EFL) is one of the greatest pedagogical challenges due to grammatical density and the need for constant supervision. The purpose of this study is to analyze the effectiveness, process roadmap, and pedagogical implications of the flipped classroom and project-based learning (PBL) to improve writing skills. Qualitative systematic literature review (RSL) was used to analyze 13 high-quality articles indexed in the Scopus, ERIC andRedalyc databases (2020–2025) according to the PRISMA protocol, of which 6 articles ultimately aimed to compare and analyze different methods such as “project-based learning” and “flipped classroom”. The results demonstrate functional specialization: the inverted model optimizes face-to-face time for immediate feedback, positively affecting coherence and reducing language anxiety; while PBL promotes the development of complex cognitive and critical thinking skills through real-world problem solving. It was found that although both methods overcome the limitations of traditional methods, their success depends on student autonomy and the appropriateness of technological infrastructure, suggesting that integrating both models improves comprehensive writing competence
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Keywords
WRITING SKILL, FLIPPED CLASSROOM, PROJECT-BASED LEARNING
Citation
Zapata Villegas, D. E., Aimacaña Yanchaguano, E. B., & Andrade Morán, J. I. (2026). Eficacia del aula invertida y el aprendizaje basado en proyectos en el desarrollo de la escritura en EFL: una revisión sistemática de la literatura. Revista Científica De Innovación Educativa Y Sociedad Actual "ALCON", 6(1), 138–147. https://doi.org/10.62305/alcon.v6i1.971