The thematic, methodological, and statistical analysis of theses and dissertations on the flipped classroom in Turkish EFL context

The Flipped Classroom Model is defined as a 'teaching style' (Fraga & Harmon, 2014), and it is one of the new methods that require the use of technology. There are several studies conducted on Flipped Classroom (FC) to search for different themes. This descriptive study aims to categorize theses and dissertations in FC in EFL in Turkey context as thematic, methodological, and statistical to present the current situation. For this study, theses and dissertations published in the Turkish Council of Higher Education National Thesis Center were purposefully searched using document analysis, and 53 studies conducted between 2014 and 2023 were chosen to collect data. When collecting data from the studies, content analysis is applied, and the 'Academic Publishing Evaluation Form' prepared by Karadağ (2009) was used to categorize the data. In addition, content analysis was carried out by using categorical analysis and frequency analysis. According to the findings, there are more master's theses than doctoral dissertations. Most of the studies were conducted at Gazi University. Also, most of them were conducted in 2018 and 2019. Academic achievement and attitudes were the most used themes. Furthermore, mixed method and quasi-experimental research models were used in most studies. In addition, pre-test and post-test experimental design was highly preferred, convenience sampling was used the most, and semi-structured interviews were the most used data collection tool. The findings suggest that FC is a contemporary and dynamic area of study in educational research. Keywords: Flipped Classroom, inverted classroom, postgraduate studies