“FLIPPED CLASSROOM” YONDASHUVI ASOSIDA OLIY TA’LIM MUASSASALARIDA B2 DARAJADAGI TALABALARNING TINGLAB TUSHUNISH VA OG‘ZAKI NUTQ KO‘NIKMALARINI RIVOJLANTIRISH

This study examines the effectiveness of the flipped classroom approach in developing B2-level students’ listening comprehension and speaking skills in higher education institutions. In modern language education, the focus has shifted from purely grammatical competence to the ability to communicate effectively in real-life contexts. However, many students still face challenges in understanding spoken English and expressing their ideas fluently due to teacher-centered instruction, limited interaction, and insufficient use of authentic materials. This research aims to evaluate the advantages of the flipped classroom model, where students engage with instructional content before class and participate in interactive, communicative activities during class time. A mixed-methods approach was employed, involving experimental and control groups. The experimental group used pre-class video lectures, podcasts, and authentic audio-visual materials, while class time was dedicated to discussions, debates, role-plays, and problem-solving tasks. The control group followed traditional teaching methods. Data from pre- and post-tests, observations, and questionnaires revealed that the experimental group showed significant improvement in listening accuracy, identifying main ideas, and speaking fluency. Students also reported increased confidence and active participation. The findings suggest that the flipped classroom approach enhances independent learning, promotes engagement, and creates a communicative learning environment. It is concluded that this model is an effective and innovative method for improving B2-level language skills in higher education.