FLIP IT TO FIX IT: A NEW LOOK AT TEACHING ENGLISH DIFFERENTLY
Keywords:
flipped classroom, English language teaching, learner autonomy, engagement, EFL, innovationAbstract
This article explores the flipped classroom model as a transformative method in English language teaching, specifically within EFL (English as a Foreign Language) contexts. Through an in-depth reflection on classroom practices, theoretical frameworks, and practical results, it argues that flipped instruction not only improves learner engagement but also fosters greater independence and critical thinking. The study examines six weeks of implementation in Food Technology and Engineering international institute in Fergana, Uzbekistan, where flipped methods were used to enhance reading and speaking instruction among A2–B1 students. Key outcomes included improved learner motivation, vocabulary retention, and speaking fluency. However, digital access and homework compliance presented recurring challenges. The paper concludes with pedagogical recommendations for gradual implementation and teacher preparedness.
References
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Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313–340
