Increasing Student Activity in Language Learning Through the «Flipped Classroom» Approach

Abstract

This article examines the influence of the «Flipped Classroom» approach on student activity in the process of teaching a foreign language. Traditional and reverse classroom methods were compared, and in the reverse model, the degree of development of students' independent preparation, participation in the lesson, communication skills, and interest in language was studied. During the study, such methods as working with experimental and control groups, observation, interviews, and activity analysis were used. The results showed that the reverse classroom model had a positive effect on students' practical use of language, free thinking, and active participation. The effectiveness of digital resources and independent learning tools is also highlighted. The article is of practical importance for researchers, teachers, and specialists interested in the introduction of innovative methods in education.