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7 Пассов Е.И., Кузовлев В.П., Коростелев В.С. Урок иностранного языка в школе. \\
Иностранные языки в школе. №6, 1987. – 33 с.
EXPLORING THE BENEFITS OF FLIPPED CLASSROOM APPROACH IN
ENGLISH LANGUAGE CLASSES
Aybolgan Borasheva
PhD Student
Nukus State Pedagogical Institute
The traditional lecture-based approach in education has been increasingly challenged by
innovative teaching methods that prioritize student engagement and active learning. One such
approach, knownas the Flipped Classroom (FC), has gained attention and recognition for its potential
to enhance students' learning experiences. The FC approach inverts the traditional lecture mode by
having students learn course content outside class and engage in active learning inside the classroom.
Moreover, the FC method is student-centered, advocating interactive activities based on active
learning, enhancing students' ability to study in their vocational areas. Furthermore, weak students
benefit as they can review materials multiple times and receive in-class support from teachers,
improving their comprehension and completion of assignments (Soliman, 2016). Not only weak
students benefit, FC frees up valuable in-class time for instructors to focus on observation, feedback,
and assessment. Instead of spending class time on content delivery, instructors can dedicate their
attention to closely monitoring students' progress, providing immediate guidance, and offering
valuable feedback during in-class activities. This interactive and personalized approach allows
instructors to address students' questions and concerns in real-time, fostering a supportive learning
environment. Additionally, the FC model ensures that students have individual control over the out-
of-class content, enabling them to engage with the material at their own pace and prepare for in-class
communicative activities. As a result, students can actively apply their acquired knowledge in
meaningful ways, promoting deeper understanding and facilitating meaningful input and interaction
within the classroom setting (Bauer-Ramazani et al, 2016).
The FC can be integrated into an EFL program by combining elements of blended learning,
mobile learning, and project-based learning and that this process involves students accessing content
outside of class and then interacting in class with instructors and peers in a blended learning mode.
They noted that utilizing mobile devices such as smartphones, tablets, and laptops can enhance the
integration of flipped learning into the EFL program. In addition implementing project-based learning
activities, such as creating videorecorded newscasts, can further enhance the flipped classroom
experience in an EFL setting (Bauer-Ramazani et al, 2016).
The implementation of the FC aims to achieve several objectives in order to create student-
centered learning environments. One of the primary goals is to foster interactive activities that
actively engage students in their own learning process. By shifting the focus from passive listening
to active participation, students are encouraged to take an active role in their education. Furthermore,
class time is utilized for engaging students in a variety of hands-on and collaborative learning tasks.
This approach allows for a deeper engagement with the course content as students actively apply their
knowledge and skills in practical settings. In addition, e-learning dashboards can be employed to
monitor students' progress and identify any knowledge gaps that require clarification. By leveraging
technology, instructors can gain insights into individual students' learning needs and provide targeted
support. Lastly, it facilitates the creation of collaborative learning communities, where students can
interact with their peers, exchange ideas, and work together on projects. This collaborative
environment not only enhances the learning experience but also promotes the development of
important teamwork and communication skills. (Soliman, 2016)
In the FC model, instructors have the unique advantage of being able to simultaneously teach
course content and facilitate its practical application. By providing students with exposure to course
materials outside of class, they are given the opportunity to engage in group discussions and activities
during class time. This shift in dynamics transforms the classroom into a platform for instructors to
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review student work, initiate student-led group discussions, and address any questions or concerns
raised by students. The increased interaction between instructors and students in this environment not
only promotes critical thinking and communication skills but also fosters practical experience.
Instructors can effectively repurpose their classroom time, focusing on class discussions and
collaborative group work that encourage students to take risks and make mistakes while gaining
valuable expertise in the subject matter (Gomez-Lanier, 2018).
In the FC, students can, as noted in Oraif’s (2018) study, perform activities traditionally
reserved for the classroom outside of its confines. Additionally, they have the opportunity to
undertake activities typically assigned as homework or individual work in the supportive environment
of the classroom, benefiting from the guidance of their teacher. This approach not only allows
students to gain a positive impression of learning but also enables them to engage with new material,
identify knowledge gaps prior to face-to-face classroom interactions, and participate in meaningful
discussions with their teacher. Moreover, the FC model creates an environment that encourages
collaborative learning, providing students with increased opportunities to work together with their
peers and develop valuable teamwork skills. Through these combined benefits, the FC approach
fosters a dynamic and interactive learning environment that promotes active engagement and supports
students' educational growth (Oraif, 2018)
The implementation of the FC model allows students to actively engage in learning activities
and foster increased interaction both inside and outside the classroom. By preparing for class in
advance, students have the opportunity to identify knowledge gaps and seek clarification on any
doubts they may have, enabling them to make the most of their face-to-face classroom time. Through
online media, students receive instructional content, such as video lectures or readings, which they
can engage with independently. This sets the stage for interactive and engaging in-class activities
where students can apply and discuss the material collaboratively. Additionally, the FC approach
offers benefits in language acquisition. Students can improve their language skills, including writing,
reading, speaking, grammar, and listening, as they actively participate in communicative activities
and engage with authentic language materials. Moreover, by having access to instructional content
before class, students can reduce reading anxiety and perform better in English as a Foreign Language
(EFL) reading assessments, as they have had the opportunity to familiarize themselves with the
material prior to in-class activities. (Keskin, 2022)
The FC model’s interactive environment not only promotes active participation but also
enhances critical thinking, communication skills, and practical experience through interactions with
instructors and fellow classmates. Students are encouraged to take risks, make mistakes, and
ultimately gain expertise in collaboration and content. Furthermore, the utilization of technology in
the FC model facilitates collaborative learning and fosters critical thinking skills as students engage
with digital tools and resources(Gomez-Lanier, 2017).
The FC revolutionizes the traditional concept of teaching and learning by granting students
control over their educational journey. This approach emphasizes personalized and individualized
learning, recognizing that every student has the potential to succeed with the appropriate support. By
tailoring instruction to meet individual needs, students are empowered to take ownership of their
learning, leading to improved learning outcomes. Notably, research has shown that the adoption of
student-centered approaches, like the FC, can result in significant enhancements in academic
performance, particularly in English subjects. This demonstrates the positive impact of student-
centered learning on student achievement and highlights the potential for dramatic improvements in
educational outcomes. Through student control, personalized learning, and improved performance,
student-centered approaches pave the way for a more inclusive and effective education system (Al-
Harbi, 2016).
In conclusion, the implementation of the Flipped Classroom (FC) model offers numerous
benefits to students in terms of engagement, academic performance, and satisfaction. By shifting the
focus from passive listening to active participation, the FC model creates student-centered learning
environments that prioritize interactive activities and collaborative learning communities. The FC
approach fosters deeper engagement with course content, as students actively apply their knowledge
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in practical settings through active learning tasks during class time. The use of e-learning dashboards
allows for individualized monitoring of students' progress and targeted support for clarification.
Moreover, the FC model empowers students to take ownership of their learning, promoting
personalized and individualized learning experiences. Research has shown that student-centered
approaches, like the FC, can lead to significant improvements in academic performance, especially
in English subjects. By combining elements of blended learning, mobile learning, and project-based
learning, the FC model can be effectively integrated into EFL programs, further enhancing its impact.
Overall, the FC model revolutionizes the traditional concept of teaching and learning, creating
dynamic and interactive learning environments that foster student engagement, collaboration, and
academic success.
REFERENCES:
1.
Bauer-Ramazani, C., Graney, J. M., Marshall, H. W., &Sabieh, C. (2016). Flipped Learning
in TESOL: Definitions, Approaches, and Implementation. TESOL Journal, 7(2), 429–
437. doi:10.1002/tesj.250
2.
Nagwa A. Soliman (2016) Teaching English for Academic Purposes via the Flipped
Learning Approach. Social and Behavioral Sciences 232, 122 – 129
3.
ImanMohammedKhidrOraif (2018) An Investigation into the Impact of the Flipped
Classroom on Intrinsic Motivation (IM) and Learning Outcomes on an EFL Writing Course at a
University in Saudi Arabia Based on Self-determination Theory (SDT). School of Education.
University of Leicester
4.
Al-Harbi, S. S., &Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar
Class on EFL Saudi Secondary School Students’ Performances and Attitudes. English Language
Teaching, 9(10), 60. doi:10.5539/elt.v9n10p60
5.
Lilia Gomez-Lanier (2018) Building Collaboration in the Flipped Classroom: A Case Study.
IJ-SoTL, Vol. 12 [2018], No. 2, Art. 7
6.
DilaraKeskin (2022) Implementation of Flipped Model in EFL Reading Classrooms.
Turkish online journal of Distance Education-TOJDE. Volume: 24 Number: 3 Article: 15
USING INTERACTIVE METHODS IN TEACHING GRAMMAR
Dauletmuratova Mehriban Eliubayevna –
first year doctoral student of
Nukus State Pedagogical Institute
Named After Ajiniyaz.
Developing students' grammatical skills through an interactive approach is essential for
successful English language teaching. Here are a few ways to improve this approach:
1. Introduce virtual reality: Interactive applications and VR programs create an immersive
environment in which students can actively engage in grammatical exercises and situations, such as
virtual conversations and real-time application of grammar rules.
2. Use interactive games and puzzles: Interactive games and puzzles designed specifically for
grammar skills can help students learn and reinforce grammatical rules in an enjoyable and
memorable way. These games also encourage active student interaction in group settings.
3. Role-playing & Dramatic situations: Role-playing and scenarios can be used to apply
grammatical rules in real-life situations, such as playing a role in spoken dialogues, or creating your
own stories using the grammar structures you have learned.
4. Projects & Research: Students can engage in projects & research related to grammar, such
as researching rules for certain tenses, creating grammar tables, analyzing text for grammatical errors,
etc.
Students’ active participation in discussion and analysis of grammatical topics helps them
understand and apply the rules. Creating opportunities for feedback and discussions among students
helps them test their knowledge and enhance their skills. The methodology for developing students’
grammatical skills is more effective and stimulating. It helps them better understand the grammar
