FLIPPED CLASSROOMS AND EDTECH: ENHANCING
ESL LEARNING THROUGH ASYNCHRONOUS
INSTRUCTIONAL TOOLS
AULAS INVERTIDAS Y TECNOLOGÍA EDUCATIVA:
POTENCIANDO EL APRENDIZAJE DEL INGLÉS EN ADULTOS
UNIVERSITARIOS A TRAVÉS DE HERRAMIENTAS ASINCRÓNICAS
Yahui Huang Chang
Universidad Hispanoamericana - Costa Rica
pág. 1758
DOI: https://doi.org/10.37811/cl_rcm.v9i3.17785
Flipped Classrooms and EdTech: Enhancing ESL Learning through
Asynchronous Instructional Tools
Yahui Huang Chang1
yahui.huang@uh.ac.cr
https://orcid.org/0009-0004-3482-8399
Universidad Hispanoamericana
Costa Rica
ABSTRACT
This theoretical study explores the integration of asynchronous educational technologies in flipped
classrooms to support adult ESL learners in higher education. Drawing from adult learning theories—
particularly andragogy and transformative learning—the article examines how platforms such as
Microsoft Teams and Moodle can empower learners through flexibility, autonomy, and reflective
engagement. Through a documentary analysis of pedagogical literature and technological affordances,
the study highlights how flipped instruction aligns with the learning needs of adult students and the
evolving role of technology in language education. Findings underscore the importance of purposeful
instructional design and accessibility to ensure the success of flipped learning environments in
university-level ESL programs.
Keywords: flipped classroom, adult learning theory, ESL, asynchronous tools, higher education
1 Autor principal
Correspondencia: yahui.huang@uh.ac.cr
DOI: https://doi.org/10.37811/cl_rcm.v9i3.17785
Flipped Classrooms and EdTech: Enhancing ESL Learning through
Asynchronous Instructional Tools
Yahui Huang Chang1
yahui.huang@uh.ac.cr
https://orcid.org/0009-0004-3482-8399
Universidad Hispanoamericana
Costa Rica
ABSTRACT
This theoretical study explores the integration of asynchronous educational technologies in flipped
classrooms to support adult ESL learners in higher education. Drawing from adult learning theories—
particularly andragogy and transformative learning—the article examines how platforms such as
Microsoft Teams and Moodle can empower learners through flexibility, autonomy, and reflective
engagement. Through a documentary analysis of pedagogical literature and technological affordances,
the study highlights how flipped instruction aligns with the learning needs of adult students and the
evolving role of technology in language education. Findings underscore the importance of purposeful
instructional design and accessibility to ensure the success of flipped learning environments in
university-level ESL programs.
Keywords: flipped classroom, adult learning theory, ESL, asynchronous tools, higher education
1 Autor principal
Correspondencia: yahui.huang@uh.ac.cr
pág. 1759
Aulas invertidas y tecnología educativa: Potenciando el aprendizaje del
inglés en adultos universitarios a través de herramientas asincrónicas
RESUMEN
Este estudio teórico analiza la integración de tecnologías educativas asincrónicas en aulas invertidas
como apoyo al aprendizaje del inglés como segunda lengua (ESL) en estudiantes adultos universitarios.
A partir de teorías del aprendizaje adulto—especialmente la andragogía y el aprendizaje
transformativo—el artículo examina cómo plataformas como Microsoft Teams y Moodle pueden
empoderar al estudiante mediante la flexibilidad, la autonomía y la reflexión. A través de un análisis
documental de literatura pedagógica y de las posibilidades tecnológicas, el estudio destaca cómo la
instrucción invertida se ajusta a las necesidades de aprendizaje de los adultos y al papel cambiante de la
tecnología en la enseñanza de idiomas. Los hallazgos subrayan la importancia de un diseño instruccional
intencionado y del acceso equitativo para garantizar el éxito de los entornos invertidos en programas
universitarios de ESL.
Palabras clave: aula invertida, teoría del aprendizaje adulto, ESL, herramientas asincrónicas, educación
superior
Artículo recibido 10 de abril 2025
Aceptado para publicación: 16 de mayo 2025
Aulas invertidas y tecnología educativa: Potenciando el aprendizaje del
inglés en adultos universitarios a través de herramientas asincrónicas
RESUMEN
Este estudio teórico analiza la integración de tecnologías educativas asincrónicas en aulas invertidas
como apoyo al aprendizaje del inglés como segunda lengua (ESL) en estudiantes adultos universitarios.
A partir de teorías del aprendizaje adulto—especialmente la andragogía y el aprendizaje
transformativo—el artículo examina cómo plataformas como Microsoft Teams y Moodle pueden
empoderar al estudiante mediante la flexibilidad, la autonomía y la reflexión. A través de un análisis
documental de literatura pedagógica y de las posibilidades tecnológicas, el estudio destaca cómo la
instrucción invertida se ajusta a las necesidades de aprendizaje de los adultos y al papel cambiante de la
tecnología en la enseñanza de idiomas. Los hallazgos subrayan la importancia de un diseño instruccional
intencionado y del acceso equitativo para garantizar el éxito de los entornos invertidos en programas
universitarios de ESL.
Palabras clave: aula invertida, teoría del aprendizaje adulto, ESL, herramientas asincrónicas, educación
superior
Artículo recibido 10 de abril 2025
Aceptado para publicación: 16 de mayo 2025
pág. 1760
Introduction
In recent years, the integration of educational technologies into higher education has redefined how
language learning is approached, particularly through innovative instructional models such as the flipped
classroom. This approach, which inverts the traditional teaching paradigm by shifting content delivery
to pre-class time and dedicating classroom sessions to active engagement, has gained significant traction
in English as a Second Language (ESL) programs. While much of the literature has focused on younger
learners, there remains a gap in understanding how flipped instruction, supported by asynchronous tools,
impacts adult learners at the university level—a population with distinct cognitive, motivational, and
experiential characteristics.
This research seeks to address that gap by exploring how the use of asynchronous educational
technologies in a flipped classroom setting can enhance language acquisition for adult ESL learners in
higher education contexts. The need to address this topic arises from the growing demand for flexible,
autonomous, and relevant learning environments that respond to the diverse needs of adult learners,
many of whom balance academic responsibilities with work and family obligations. In this sense, the
flipped classroom emerges as a promising model, aligning well with adult learning principles and
offering a framework in which learners can engage with content at their own pace and apply knowledge
collaboratively in classroom settings.
The theoretical foundation of this study draws upon key constructs from adult learning theories.
Knowles’ theory of andragogy emphasizes the importance of self-direction, life experience, and goal
orientation in adult education, while Mezirow’s theory of transformative learning highlights the
potential for critical reflection and perspective change when learners are presented with meaningful,
real-world tasks. These frameworks support the hypothesis that flipped classrooms, when combined
with thoughtfully designed asynchronous tools—such as pre-recorded video lessons, discussion forums,
interactive quizzes, and collaborative online platforms—can facilitate deeper engagement and improved
language outcomes for adult learners.
Introduction
In recent years, the integration of educational technologies into higher education has redefined how
language learning is approached, particularly through innovative instructional models such as the flipped
classroom. This approach, which inverts the traditional teaching paradigm by shifting content delivery
to pre-class time and dedicating classroom sessions to active engagement, has gained significant traction
in English as a Second Language (ESL) programs. While much of the literature has focused on younger
learners, there remains a gap in understanding how flipped instruction, supported by asynchronous tools,
impacts adult learners at the university level—a population with distinct cognitive, motivational, and
experiential characteristics.
This research seeks to address that gap by exploring how the use of asynchronous educational
technologies in a flipped classroom setting can enhance language acquisition for adult ESL learners in
higher education contexts. The need to address this topic arises from the growing demand for flexible,
autonomous, and relevant learning environments that respond to the diverse needs of adult learners,
many of whom balance academic responsibilities with work and family obligations. In this sense, the
flipped classroom emerges as a promising model, aligning well with adult learning principles and
offering a framework in which learners can engage with content at their own pace and apply knowledge
collaboratively in classroom settings.
The theoretical foundation of this study draws upon key constructs from adult learning theories.
Knowles’ theory of andragogy emphasizes the importance of self-direction, life experience, and goal
orientation in adult education, while Mezirow’s theory of transformative learning highlights the
potential for critical reflection and perspective change when learners are presented with meaningful,
real-world tasks. These frameworks support the hypothesis that flipped classrooms, when combined
with thoughtfully designed asynchronous tools—such as pre-recorded video lessons, discussion forums,
interactive quizzes, and collaborative online platforms—can facilitate deeper engagement and improved
language outcomes for adult learners.
pág. 1761
The flipped classroom model aims to enhance student engagement by transforming them into active
participants in their own learning process. With this approach, students independently explore course
content—typically covered in class—at their own pace. This allows them to engage more effectively
during in-person sessions, where they can apply the theory and participate in practical activities. It is
believed that this method makes the content more meaningful and relevant to the learners.
Previous studies have considered the effectiveness of flipped learning in language instruction, generally
noting increased motivation, greater classroom interaction, and improved learner autonomy (Hung, 2015;
Webb & Doman, 2016; Alsowat, 2016). However, few have concentrated specifically on the university-
level adult ESL population in Latin American contexts. This study contributes to the existing body of
research by examining the implementation of flipped classroom methodologies in Costa Rican
university settings, considering both the pedagogical potential and practical challenges involved.
The integration of educational technology has become a cornerstone of modern instructional practices,
particularly in higher education. Learning management systems like Moodle provide structured
environments for organizing materials, tracking student progress, and delivering diverse content formats
such as videos, quizzes, and interactive modules (Martin et al., 2020). Meanwhile, collaboration
platforms such as Microsoft Teams offer synchronous and asynchronous communication channels that
promote discussion, teamwork, and community-building among learners (López-Pérez et al., 2011).
In flipped learning, EdTech plays a critical role by enabling the asynchronous phase of instruction.
According to Bishop and Verleger (2013), flipped learning is “a student-centered learning environment
that blends direct instruction with constructivist methods, delivered primarily through technology.” This
means that tools like Moodle serve as the foundation for content delivery, while Teams supports
interaction and scaffolding. These platforms not only enhance engagement but also promote digital
literacy and accountability, which are especially relevant for adult learners navigating academic and
professional landscapes.
The research is situated within the broader context of higher education in Costa Rica, where universities
are increasingly adopting digital learning strategies to support student-centered instruction. However,
The flipped classroom model aims to enhance student engagement by transforming them into active
participants in their own learning process. With this approach, students independently explore course
content—typically covered in class—at their own pace. This allows them to engage more effectively
during in-person sessions, where they can apply the theory and participate in practical activities. It is
believed that this method makes the content more meaningful and relevant to the learners.
Previous studies have considered the effectiveness of flipped learning in language instruction, generally
noting increased motivation, greater classroom interaction, and improved learner autonomy (Hung, 2015;
Webb & Doman, 2016; Alsowat, 2016). However, few have concentrated specifically on the university-
level adult ESL population in Latin American contexts. This study contributes to the existing body of
research by examining the implementation of flipped classroom methodologies in Costa Rican
university settings, considering both the pedagogical potential and practical challenges involved.
The integration of educational technology has become a cornerstone of modern instructional practices,
particularly in higher education. Learning management systems like Moodle provide structured
environments for organizing materials, tracking student progress, and delivering diverse content formats
such as videos, quizzes, and interactive modules (Martin et al., 2020). Meanwhile, collaboration
platforms such as Microsoft Teams offer synchronous and asynchronous communication channels that
promote discussion, teamwork, and community-building among learners (López-Pérez et al., 2011).
In flipped learning, EdTech plays a critical role by enabling the asynchronous phase of instruction.
According to Bishop and Verleger (2013), flipped learning is “a student-centered learning environment
that blends direct instruction with constructivist methods, delivered primarily through technology.” This
means that tools like Moodle serve as the foundation for content delivery, while Teams supports
interaction and scaffolding. These platforms not only enhance engagement but also promote digital
literacy and accountability, which are especially relevant for adult learners navigating academic and
professional landscapes.
The research is situated within the broader context of higher education in Costa Rica, where universities
are increasingly adopting digital learning strategies to support student-centered instruction. However,
pág. 1762
these shifts raise questions about institutional readiness, technological accessibility, and instructor
preparedness. Through qualitative inquiry, this study investigates the perceptions of adult ESL learners
and instructors regarding flipped instruction, with particular emphasis on the role of asynchronous tools
in promoting autonomy, engagement, and communicative competence.
The primary objective of this research is to analyze how flipped classroom strategies, mediated by
educational technologies, support the language learning process among adult university students in ESL
programs. By doing so, the study aims to provide actionable insights for educators and institutions
looking to innovate their teaching practices in line with contemporary adult learning needs.
METHODOLOGY
This study adopts a qualitative, theoretical research approach, grounded in the analysis of pedagogical
theories, institutional practices, and technological frameworks relevant to flipped classroom instruction
in university-level ESL education. Rather than collecting empirical data through instruments or
fieldwork, the research engages in an analytical exploration of how asynchronous educational
technologies—particularly Microsoft Teams and Moodle—support the learning processes of adult
learners in higher education.
The methodology follows a documentary research design, relying on secondary sources, including peer-
reviewed journal articles, institutional reports, theoretical texts, and case studies that examine the
integration of flipped classroom methodologies in university ESL contexts. Theoretical foundations are
drawn from Knowles’ theory of andragogy, Mezirow’s transformative learning theory, and perspectives
on self-directed learning, which are used as analytical lenses to evaluate how asynchronous tools
facilitate learner autonomy, engagement, and practical application of language skills.
The study specifically focuses on the educational use of Microsoft Teams and Moodle, two platforms
widely adopted in many Costa Rican universities. These tools are examined for their role in enabling
asynchronous interaction (e.g., recorded lessons, discussion threads, self-paced tasks) and their
alignment with the principles of adult learning. Their affordances are analyzed based on functionality,
accessibility, and pedagogical potential within the flipped classroom model.
these shifts raise questions about institutional readiness, technological accessibility, and instructor
preparedness. Through qualitative inquiry, this study investigates the perceptions of adult ESL learners
and instructors regarding flipped instruction, with particular emphasis on the role of asynchronous tools
in promoting autonomy, engagement, and communicative competence.
The primary objective of this research is to analyze how flipped classroom strategies, mediated by
educational technologies, support the language learning process among adult university students in ESL
programs. By doing so, the study aims to provide actionable insights for educators and institutions
looking to innovate their teaching practices in line with contemporary adult learning needs.
METHODOLOGY
This study adopts a qualitative, theoretical research approach, grounded in the analysis of pedagogical
theories, institutional practices, and technological frameworks relevant to flipped classroom instruction
in university-level ESL education. Rather than collecting empirical data through instruments or
fieldwork, the research engages in an analytical exploration of how asynchronous educational
technologies—particularly Microsoft Teams and Moodle—support the learning processes of adult
learners in higher education.
The methodology follows a documentary research design, relying on secondary sources, including peer-
reviewed journal articles, institutional reports, theoretical texts, and case studies that examine the
integration of flipped classroom methodologies in university ESL contexts. Theoretical foundations are
drawn from Knowles’ theory of andragogy, Mezirow’s transformative learning theory, and perspectives
on self-directed learning, which are used as analytical lenses to evaluate how asynchronous tools
facilitate learner autonomy, engagement, and practical application of language skills.
The study specifically focuses on the educational use of Microsoft Teams and Moodle, two platforms
widely adopted in many Costa Rican universities. These tools are examined for their role in enabling
asynchronous interaction (e.g., recorded lessons, discussion threads, self-paced tasks) and their
alignment with the principles of adult learning. Their affordances are analyzed based on functionality,
accessibility, and pedagogical potential within the flipped classroom model.
pág. 1763
Through a conceptual synthesis of existing literature and technological affordances, this research aims
to identify patterns, challenges, and pedagogical implications of using asynchronous tools in the
language classroom. The analysis is structured thematically, guided by key categories such as learner
autonomy, flexibility, interaction, and relevance—categories aligned with adult learning principles.
The main limitation of this approach is the absence of direct empirical evidence from specific classrooms;
however, the study compensates by offering a theoretically grounded interpretation that contributes to
the academic dialogue surrounding flipped learning and adult ESL education.
RESULTS AND DISCUSSION
The analysis of theoretical and institutional literature reveals that the flipped classroom model, when
supported by asynchronous tools such as Microsoft Teams and Moodle, aligns well with the needs and
characteristics of adult learners in university-level ESL programs. Several core themes emerged from
the reviewed sources: learner autonomy, flexibility, technological mediation, and active engagement.
First, a consistent finding across the literature is that flipped instruction fosters learner autonomy—a
key principle in adult education as highlighted by Knowles (2015). Asynchronous content delivery
through Moodle (e.g., recorded grammar tutorials, vocabulary quizzes, and reading activities) allows
learners to take ownership of their learning process, engaging with materials at their own pace and
according to their individual schedules. This level of control is especially significant for adult learners,
many of whom balance academic pursuits with personal and professional responsibilities (Hung, 2015;
Webb & Doman, 2016).
The flipped classroom is a pedagogical model that inverts the traditional approach to teaching by
delivering instructional content outside of the classroom and moving active learning activities into the
classroom. According to Bergmann and Sams (2012), pioneers of this model, “what used to be
homework is now done in class, and what used to be classwork is now done at home.” This reallocation
of time allows students to engage with material independently before class, enabling instructors to use
face-to-face time for deeper exploration and application of concepts.
Research supports the effectiveness of this approach in language learning contexts. Hung (2015) found
Through a conceptual synthesis of existing literature and technological affordances, this research aims
to identify patterns, challenges, and pedagogical implications of using asynchronous tools in the
language classroom. The analysis is structured thematically, guided by key categories such as learner
autonomy, flexibility, interaction, and relevance—categories aligned with adult learning principles.
The main limitation of this approach is the absence of direct empirical evidence from specific classrooms;
however, the study compensates by offering a theoretically grounded interpretation that contributes to
the academic dialogue surrounding flipped learning and adult ESL education.
RESULTS AND DISCUSSION
The analysis of theoretical and institutional literature reveals that the flipped classroom model, when
supported by asynchronous tools such as Microsoft Teams and Moodle, aligns well with the needs and
characteristics of adult learners in university-level ESL programs. Several core themes emerged from
the reviewed sources: learner autonomy, flexibility, technological mediation, and active engagement.
First, a consistent finding across the literature is that flipped instruction fosters learner autonomy—a
key principle in adult education as highlighted by Knowles (2015). Asynchronous content delivery
through Moodle (e.g., recorded grammar tutorials, vocabulary quizzes, and reading activities) allows
learners to take ownership of their learning process, engaging with materials at their own pace and
according to their individual schedules. This level of control is especially significant for adult learners,
many of whom balance academic pursuits with personal and professional responsibilities (Hung, 2015;
Webb & Doman, 2016).
The flipped classroom is a pedagogical model that inverts the traditional approach to teaching by
delivering instructional content outside of the classroom and moving active learning activities into the
classroom. According to Bergmann and Sams (2012), pioneers of this model, “what used to be
homework is now done in class, and what used to be classwork is now done at home.” This reallocation
of time allows students to engage with material independently before class, enabling instructors to use
face-to-face time for deeper exploration and application of concepts.
Research supports the effectiveness of this approach in language learning contexts. Hung (2015) found
pág. 1764
that students in flipped ESL classrooms demonstrated higher motivation and engagement compared to
those in traditional settings. The flipped model encourages learner-centered instruction, which is
especially beneficial for language acquisition, as it increases opportunities for interaction, peer
collaboration, and real-time feedback (Lo & Hew, 2017). These elements are essential for building
communicative competence and fluency.
In parallel, Microsoft Teams has emerged as a dynamic platform for facilitating asynchronous
communication and collaboration. Features such as threaded discussions, file sharing, and integrated
calendars support reflective interaction outside the classroom, enabling students to process input and
prepare contributions at their own rhythm. This format resonates with Mezirow’s (2000) theory of
transformative learning, which emphasizes the importance of critical reflection and dialogue in
constructing new understandings. By promoting asynchronous exchanges, Teams allows learners to
revisit previous interactions, clarify misunderstandings, and build more meaningful responses—an
essential aspect of developing communicative competence in a second language.
Moreover, the flexibility of the flipped classroom model reduces dependence on synchronous,
instructor-led input, creating space for more targeted in-class activities. In the ESL context, this shift
enhances opportunities for interaction, application, and corrective feedback, all of which are crucial for
language acquisition. Moodle’s activity logs and completion tracking features allow instructors to
monitor student progress and tailor classroom time to the learners’ specific needs, an approach consistent
with learner-centered pedagogy.
However, the review also highlighted some challenges. For instance, studies (Alsowat, 2016; Lee &
Wallace, 2018) noted that technological access and digital literacy can be barriers, particularly in under-
resourced environments or among older adult learners unfamiliar with online platforms. Furthermore,
the role of the instructor is critical in designing meaningful asynchronous tasks and scaffolding student
engagement—an aspect that, if neglected, may lead to superficial participation and reduced learning
outcomes.
Adult learning theories provide a strong foundation for understanding how to effectively implement
that students in flipped ESL classrooms demonstrated higher motivation and engagement compared to
those in traditional settings. The flipped model encourages learner-centered instruction, which is
especially beneficial for language acquisition, as it increases opportunities for interaction, peer
collaboration, and real-time feedback (Lo & Hew, 2017). These elements are essential for building
communicative competence and fluency.
In parallel, Microsoft Teams has emerged as a dynamic platform for facilitating asynchronous
communication and collaboration. Features such as threaded discussions, file sharing, and integrated
calendars support reflective interaction outside the classroom, enabling students to process input and
prepare contributions at their own rhythm. This format resonates with Mezirow’s (2000) theory of
transformative learning, which emphasizes the importance of critical reflection and dialogue in
constructing new understandings. By promoting asynchronous exchanges, Teams allows learners to
revisit previous interactions, clarify misunderstandings, and build more meaningful responses—an
essential aspect of developing communicative competence in a second language.
Moreover, the flexibility of the flipped classroom model reduces dependence on synchronous,
instructor-led input, creating space for more targeted in-class activities. In the ESL context, this shift
enhances opportunities for interaction, application, and corrective feedback, all of which are crucial for
language acquisition. Moodle’s activity logs and completion tracking features allow instructors to
monitor student progress and tailor classroom time to the learners’ specific needs, an approach consistent
with learner-centered pedagogy.
However, the review also highlighted some challenges. For instance, studies (Alsowat, 2016; Lee &
Wallace, 2018) noted that technological access and digital literacy can be barriers, particularly in under-
resourced environments or among older adult learners unfamiliar with online platforms. Furthermore,
the role of the instructor is critical in designing meaningful asynchronous tasks and scaffolding student
engagement—an aspect that, if neglected, may lead to superficial participation and reduced learning
outcomes.
Adult learning theories provide a strong foundation for understanding how to effectively implement
pág. 1765
flipped instruction at the university level. Knowles (1980) argues that adult learners are autonomous,
experience-rich, and driven by internal motivations. He highlights that adults “need to know why they
need to learn something before undertaking to learn it,” which aligns with the flipped classroom’s
emphasis on relevance and self-direction. These learners thrive in environments that offer flexibility and
allow them to connect new knowledge with past experiences.
In addition, transformative learning theory, introduced by Mezirow (2000), emphasizes the importance
of critical reflection and meaning making in adult education. He posits that “learning is understood as
the process of using a prior interpretation to construe a new or revised interpretation of the meaning of
one’s experience.” The flipped classroom’s structure—where learners prepare individually and engage
in critical discussion and application during class—creates ideal conditions for this kind of
transformative process, particularly in language learning where personal meaning and expression are
vital.
Despite these limitations, the evidence suggests that when properly implemented, the integration of
asynchronous tools within a flipped classroom can enhance engagement, promote learner responsibility,
and support the development of communicative language skills in adult university learners. The synergy
between educational technology and adult learning theory presents a powerful framework for innovation
in ESL instruction, particularly in higher education contexts that seek to balance academic rigor with
learner-centered flexibility.
In theoretical terms, the flipped classroom model presents a unique advantage by redistributing
instructional time to promote higher-order thinking. By relocating the initial exposure to new content
outside the classroom, students come to class with a foundational understanding, allowing for deeper
in-class engagement with problem-solving, discussion, and authentic language use. This shift aligns
with Bloom’s revised taxonomy, which places "remembering" and "understanding" at the lower levels
of cognition—tasks that can be done individually—and "applying," "analyzing," and "creating" as
activities best suited for collaborative and guided environments (Anderson & Krathwohl, 2001). Adult
learners, who often seek practical, real-world application of content, find this approach especially
flipped instruction at the university level. Knowles (1980) argues that adult learners are autonomous,
experience-rich, and driven by internal motivations. He highlights that adults “need to know why they
need to learn something before undertaking to learn it,” which aligns with the flipped classroom’s
emphasis on relevance and self-direction. These learners thrive in environments that offer flexibility and
allow them to connect new knowledge with past experiences.
In addition, transformative learning theory, introduced by Mezirow (2000), emphasizes the importance
of critical reflection and meaning making in adult education. He posits that “learning is understood as
the process of using a prior interpretation to construe a new or revised interpretation of the meaning of
one’s experience.” The flipped classroom’s structure—where learners prepare individually and engage
in critical discussion and application during class—creates ideal conditions for this kind of
transformative process, particularly in language learning where personal meaning and expression are
vital.
Despite these limitations, the evidence suggests that when properly implemented, the integration of
asynchronous tools within a flipped classroom can enhance engagement, promote learner responsibility,
and support the development of communicative language skills in adult university learners. The synergy
between educational technology and adult learning theory presents a powerful framework for innovation
in ESL instruction, particularly in higher education contexts that seek to balance academic rigor with
learner-centered flexibility.
In theoretical terms, the flipped classroom model presents a unique advantage by redistributing
instructional time to promote higher-order thinking. By relocating the initial exposure to new content
outside the classroom, students come to class with a foundational understanding, allowing for deeper
in-class engagement with problem-solving, discussion, and authentic language use. This shift aligns
with Bloom’s revised taxonomy, which places "remembering" and "understanding" at the lower levels
of cognition—tasks that can be done individually—and "applying," "analyzing," and "creating" as
activities best suited for collaborative and guided environments (Anderson & Krathwohl, 2001). Adult
learners, who often seek practical, real-world application of content, find this approach especially
pág. 1766
appealing, as it allows them to derive meaning through context and peer exchange.
Another key finding from the theoretical review is the potential for educational technology to bridge
gaps in accessibility and engagement. Platforms like Moodle enable instructors to create diversified,
inclusive materials that cater to different learning needs and preferences, including videos, discussion
forums, quizzes, and supplementary resources. Meanwhile, Microsoft Teams supports synchronous and
asynchronous interaction, giving students the option to collaborate in real time or on their own schedule.
This adaptability is particularly important for adult learners, many of whom balance studies with work
and family responsibilities. When technology is used intentionally and not merely as a content repository,
it can greatly enhance both motivation and performance.
Furthermore, the discussion reveals that flipped learning fosters a culture of continuous reflection and
self-regulation, key attributes in adult education. Learners are expected not only to absorb information
but to evaluate their understanding and seek clarification proactively. This empowers them to become
agents of their own learning process, echoing Knowles’s (1980) emphasis on learner responsibility and
initiative. Instructors also benefit by transitioning into facilitators and learning partners rather than sole
content deliverers, which opens space for a more dynamic and reciprocal classroom environment. These
theoretical results suggest that flipped classroom designs, supported by robust digital tools, are well-
positioned to meet the evolving demands of adult language education.
CONCLUSION
This theoretical study explored the intersection of adult learning theories and flipped classroom
methodologies in the context of university-level ESL instruction, with a specific focus on the role of
asynchronous tools such as Moodle and Microsoft Teams. Drawing on the principles of andragogy
(Knowles, 2015) and transformative learning theory (Mezirow, 2000), the analysis demonstrates that
flipped models supported by asynchronous technologies hold significant potential for empowering adult
learners through increased autonomy, flexibility, and meaningful engagement.
The integration of flipped classroom methodologies and educational technology tools such as Moodle
and Microsoft Teams have emerged as a powerful strategy for enhancing language learning among adult
appealing, as it allows them to derive meaning through context and peer exchange.
Another key finding from the theoretical review is the potential for educational technology to bridge
gaps in accessibility and engagement. Platforms like Moodle enable instructors to create diversified,
inclusive materials that cater to different learning needs and preferences, including videos, discussion
forums, quizzes, and supplementary resources. Meanwhile, Microsoft Teams supports synchronous and
asynchronous interaction, giving students the option to collaborate in real time or on their own schedule.
This adaptability is particularly important for adult learners, many of whom balance studies with work
and family responsibilities. When technology is used intentionally and not merely as a content repository,
it can greatly enhance both motivation and performance.
Furthermore, the discussion reveals that flipped learning fosters a culture of continuous reflection and
self-regulation, key attributes in adult education. Learners are expected not only to absorb information
but to evaluate their understanding and seek clarification proactively. This empowers them to become
agents of their own learning process, echoing Knowles’s (1980) emphasis on learner responsibility and
initiative. Instructors also benefit by transitioning into facilitators and learning partners rather than sole
content deliverers, which opens space for a more dynamic and reciprocal classroom environment. These
theoretical results suggest that flipped classroom designs, supported by robust digital tools, are well-
positioned to meet the evolving demands of adult language education.
CONCLUSION
This theoretical study explored the intersection of adult learning theories and flipped classroom
methodologies in the context of university-level ESL instruction, with a specific focus on the role of
asynchronous tools such as Moodle and Microsoft Teams. Drawing on the principles of andragogy
(Knowles, 2015) and transformative learning theory (Mezirow, 2000), the analysis demonstrates that
flipped models supported by asynchronous technologies hold significant potential for empowering adult
learners through increased autonomy, flexibility, and meaningful engagement.
The integration of flipped classroom methodologies and educational technology tools such as Moodle
and Microsoft Teams have emerged as a powerful strategy for enhancing language learning among adult
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university students. This pedagogical approach supports the shift from passive reception of content to
active knowledge construction, aligning with adult learning theories that emphasize autonomy,
relevance, and experiential learning. The flipped model fosters student engagement by giving learners
ownership of their educational process, allowing them to prepare at their own pace and arrive in class
ready to participate meaningfully.
Adult learners benefit particularly from flipped environments because these contexts cater to their need
for flexibility, self-direction, and practical application of knowledge. Drawing from Knowles’s
andragogy and Mezirow’s transformative learning theory, it is clear that adult learners require more than
content delivery; they need spaces that encourage critical thinking, dialogue, and reflection. The use of
asynchronous tools not only accommodates diverse schedules and learning styles but also promotes the
development of essential 21st-century skills such as digital literacy and independent learning.
Self-directed learning involves students who are actively engaged in their own educational journey,
taking initiative and responsibility for their development. Adult university learners, characterized by
their high level of independence, are particularly well-suited for this process. Motivated by a personal
desire to acquire new knowledge, they thrive in environments that allow them to guide their own
learning. As Malcolm Knowles (2015) emphasizes, adult learners often make connections between new
information and their prior experiences, which enhances their ability to learn and retain new concepts.
Rather than relying solely on teacher-led instruction, flipped learning repositions adult students as active
agents in their own learning process. Tools like Moodle and Teams enable asynchronous interaction,
resource access, and self-paced engagement—characteristics that align well with the diverse
responsibilities and self-directed learning needs typical of adult learners in higher education. These
platforms also support opportunities for reflection, collaboration, and practical language use—key
elements for fostering communicative competence in second language acquisition.
Educational technologies serve as enablers in this transformation. Platforms like Moodle allow
instructors to design well-structured, accessible content that students can explore independently, while
tools like Microsoft Teams foster communication and collaboration both inside and outside the
university students. This pedagogical approach supports the shift from passive reception of content to
active knowledge construction, aligning with adult learning theories that emphasize autonomy,
relevance, and experiential learning. The flipped model fosters student engagement by giving learners
ownership of their educational process, allowing them to prepare at their own pace and arrive in class
ready to participate meaningfully.
Adult learners benefit particularly from flipped environments because these contexts cater to their need
for flexibility, self-direction, and practical application of knowledge. Drawing from Knowles’s
andragogy and Mezirow’s transformative learning theory, it is clear that adult learners require more than
content delivery; they need spaces that encourage critical thinking, dialogue, and reflection. The use of
asynchronous tools not only accommodates diverse schedules and learning styles but also promotes the
development of essential 21st-century skills such as digital literacy and independent learning.
Self-directed learning involves students who are actively engaged in their own educational journey,
taking initiative and responsibility for their development. Adult university learners, characterized by
their high level of independence, are particularly well-suited for this process. Motivated by a personal
desire to acquire new knowledge, they thrive in environments that allow them to guide their own
learning. As Malcolm Knowles (2015) emphasizes, adult learners often make connections between new
information and their prior experiences, which enhances their ability to learn and retain new concepts.
Rather than relying solely on teacher-led instruction, flipped learning repositions adult students as active
agents in their own learning process. Tools like Moodle and Teams enable asynchronous interaction,
resource access, and self-paced engagement—characteristics that align well with the diverse
responsibilities and self-directed learning needs typical of adult learners in higher education. These
platforms also support opportunities for reflection, collaboration, and practical language use—key
elements for fostering communicative competence in second language acquisition.
Educational technologies serve as enablers in this transformation. Platforms like Moodle allow
instructors to design well-structured, accessible content that students can explore independently, while
tools like Microsoft Teams foster communication and collaboration both inside and outside the
pág. 1768
classroom. The synergy between these platforms and the flipped model ensures that class time is
optimized for language practice, peer interaction, and instructor support, ultimately contributing to better
learning outcomes and higher learner satisfaction.
Nonetheless, the effective implementation of such models demands thoughtful instructional design,
technological support, and ongoing pedagogical reflection. Without these, there is a risk of superficial
engagement or exclusion of learners with limited digital access or confidence.
Based on the findings of this theoretical study, educators are encouraged to adopt flipped classroom
strategies in higher education language programs, especially when teaching adult learners. It is
recommended that instructors receive proper training in digital pedagogy and instructional design to
maximize the potential of these tools. Moreover, course design should prioritize clarity, consistency,
and learner support to ensure students can navigate the platforms effectively and take full advantage of
asynchronous content.
Future research could explore the practical implementation of flipped classrooms in diverse educational
contexts, including longitudinal studies that assess learner outcomes over time. Qualitative
investigations could provide insights into students’ lived experiences, perceptions, and challenges when
engaging with flipped methodologies. Additionally, comparative studies between traditional and flipped
classrooms in adult ESL instruction would offer valuable evidence for further validating the
effectiveness of this model in fostering deeper learning, language proficiency, and learner autonomy.
In closing, this study contributes to the academic discourse on technology-enhanced language learning
by offering a theoretically grounded perspective on the flipped classroom’s relevance for adult ESL
learners. Future research might expand on this work through empirical classroom-based studies or
comparative analyses across different educational and cultural contexts.
BIBLIOGRAPHIC REFERENCE
Alsowat, H. H. (2016). An EFL flipped classroom teaching model: Effects on English language
higher-order thinking skills, student engagement and satisfaction. Journal of Education and
Practice, 7(9), 108–121.
classroom. The synergy between these platforms and the flipped model ensures that class time is
optimized for language practice, peer interaction, and instructor support, ultimately contributing to better
learning outcomes and higher learner satisfaction.
Nonetheless, the effective implementation of such models demands thoughtful instructional design,
technological support, and ongoing pedagogical reflection. Without these, there is a risk of superficial
engagement or exclusion of learners with limited digital access or confidence.
Based on the findings of this theoretical study, educators are encouraged to adopt flipped classroom
strategies in higher education language programs, especially when teaching adult learners. It is
recommended that instructors receive proper training in digital pedagogy and instructional design to
maximize the potential of these tools. Moreover, course design should prioritize clarity, consistency,
and learner support to ensure students can navigate the platforms effectively and take full advantage of
asynchronous content.
Future research could explore the practical implementation of flipped classrooms in diverse educational
contexts, including longitudinal studies that assess learner outcomes over time. Qualitative
investigations could provide insights into students’ lived experiences, perceptions, and challenges when
engaging with flipped methodologies. Additionally, comparative studies between traditional and flipped
classrooms in adult ESL instruction would offer valuable evidence for further validating the
effectiveness of this model in fostering deeper learning, language proficiency, and learner autonomy.
In closing, this study contributes to the academic discourse on technology-enhanced language learning
by offering a theoretically grounded perspective on the flipped classroom’s relevance for adult ESL
learners. Future research might expand on this work through empirical classroom-based studies or
comparative analyses across different educational and cultural contexts.
BIBLIOGRAPHIC REFERENCE
Alsowat, H. H. (2016). An EFL flipped classroom teaching model: Effects on English language
higher-order thinking skills, student engagement and satisfaction. Journal of Education and
Practice, 7(9), 108–121.
pág. 1769
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing:
A revision of Bloom’s taxonomy of educational objectives. Longman.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day.
International Society for Technology in Education.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National
Conference Proceedings, Atlanta, GA, 30(9), 1–18.
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning.
Computer Assisted Language Learning, 28(1), 81–96.
https://doi.org/10.1080/09588221.2014.967701
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd
ed.). Cambridge Adult Education.
Knowles, M. S. (2015). The adult learner: A neglected species (8th ed.). Routledge.
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom:
Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education:
Possible solutions and recommendations for future research. Research and Practice in
Technology Enhanced Learning, 12(1), 1–22. https://doi.org/10.1186/s41039-016-0044-2
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher
education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3),
818–826. https://doi.org/10.1016/j.compedu.2010.10.023
Martin, F., Polly, D., & Ritzhaupt, A. D. (2020). Bichronous online learning: Blending asynchronous
and synchronous online learning. EDUCAUSE Review, 55(4), 42–53.
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-
Bass.
Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning
outcomes in ESL/EFL contexts? The CATESOL Journal, 28(1), 39–67.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing:
A revision of Bloom’s taxonomy of educational objectives. Longman.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day.
International Society for Technology in Education.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National
Conference Proceedings, Atlanta, GA, 30(9), 1–18.
Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning.
Computer Assisted Language Learning, 28(1), 81–96.
https://doi.org/10.1080/09588221.2014.967701
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd
ed.). Cambridge Adult Education.
Knowles, M. S. (2015). The adult learner: A neglected species (8th ed.). Routledge.
Lee, G., & Wallace, A. (2018). Flipped learning in the English as a foreign language classroom:
Outcomes and perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education:
Possible solutions and recommendations for future research. Research and Practice in
Technology Enhanced Learning, 12(1), 1–22. https://doi.org/10.1186/s41039-016-0044-2
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher
education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3),
818–826. https://doi.org/10.1016/j.compedu.2010.10.023
Martin, F., Polly, D., & Ritzhaupt, A. D. (2020). Bichronous online learning: Blending asynchronous
and synchronous online learning. EDUCAUSE Review, 55(4), 42–53.
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-
Bass.
Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning
outcomes in ESL/EFL contexts? The CATESOL Journal, 28(1), 39–67.