THE EFFECTIVENESS OF FLIPPED CLASSROOM MODELS IN ENGLISH LEARNING

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Выпуск: Том 4 № 1 : Молодые ученые
Раздел: Статьи
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Student, Chirchik State Pedagogical University
masturaabdivaxobova@gmail.com
Scientific advisor: Senior teacher, Chirchik State Pedagogical University
u.elmurodov@cspu.uz

Аннотация:

This article examines the effectiveness of flipped classroom models in English learning, focusing on how pre-class preparation and in-class interaction contribute to deeper language acquisition. The study discusses learner autonomy, motivation, and the role of teacher-guided activities during class time. One empirical research finding is included to illustrate how flipped instruction enhances engagement. Although the model has limitations, such as inconsistent student preparation, it remains a valuable approach when thoughtfully applied in English teaching contexts.

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Как цитировать:

To‘rayeva, M. ., & Elmurodov, U. . (2026). THE EFFECTIVENESS OF FLIPPED CLASSROOM MODELS IN ENGLISH LEARNING. Молодые ученые, 4(1), 53–55. извлечено от https://in-academy.uz/index.php/yo/article/view/71063

Библиографические ссылки:

Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in a flipped classroom environment. Journal of Education and Learning, 12(3), 329–338.

Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. ASCD.

Tucker, B. (2012). The Flipped Classroom. Education Next, 12(1), 82–83.

Roehl, A., Reddy, S., & Shannon, G. (2013). The flipped classroom: An opportunity to engage millennial students. Journal of Family & Consumer Sciences, 105(2), 44–49.