The COVID-19 pandemic has changed the landscape of ELT in Indonesia, and the exhaustive studies on ELT flipped learning during the pandemic will bring notable contributions to post-pandemic learning, both for educators and researchers. The present study aims to explore the gaps that exist in the studies of ELT flipped learning in the Indonesian education context. A systematic review of fifty Google Scholar publications was conducted using deductive and inductive analysis. Deductive coding was applied to identify the general characteristics of the study so that future studies can address gaps in the previous studies. On the other hand, inductive coding was done in the analysis of the research findings of this model. This study finds that research of the flipped model of ELT in Indonesian education is not proportionally distributed in terms of regional coverage, levels of education, research types, research methods, and research findings. This unequal distribution creates opportunities for future studies to address the gaps. Furthermore, the reviewed studies generally yield mostly positive effects of the model. However, contradictions in findings among the reviewed studies open the door for more explorations.

Keywords: ELT, flipped learning, Indonesia, systematic review