SUMMARY
This study aimed at discussing the advantages and challenges of flipped learning in teaching English as a foreign or second language in terms of some variables through a systematic review. Through systematic review, 78 studies published in journals that were indexed in Web of Science (WOS), EBSCHOhost, ScienceDirect, SCOPUS, IGI Global, and Wiley Online Library databases were selected and included in this systematic review in accordance with a set of inclusion and exclusion criteria determined by the researcher. As a result of the coding process, themes emerged based on the content analysis. The findings revealed that there was an increase in the employment of flipped learning in teaching English as a foreign or second language. In addition, it was seen that the majority of the studies regarding the use of flipped language learning approach included university students as the learner type. It was also understood that one of the most expressed advantages of the flipped learning in teaching English as a foreign or second language was that it fostered students’ language skills considerably. In some of the reviewed studies, however, it was figured out that some issues like access to the Internet connection and workload for both students and teachers were among the most reported challenges.