USING THE FLIPPED CLASSROOM MODEL IN ENHANCING SPEAKING COMPETENCE OF ACADEMIC LYCEUM STUDENTS
Abstract
The present study investigates the effectiveness of the Flipped Classroom (FC) model in enhancing speaking competence among Karakalpak learner groups in academic lyceums. Given the bilingual environment in which students operate, traditional teacher-centered approaches often fail to develop oral fluency, vocabulary, and communicative confidence. By integrating pre-class preparation, interactive in-class activities, peer and teacher feedback, and multimedia resources, the FC model provides a learner-centered and engaging framework for English language acquisition. A quasi-experimental design was employed, involving 14 intermediate-level students, with data collected through pre- and post-test oral assessments, classroom observations, surveys, and semi-structured interviews. Results indicate significant improvements in fluency, vocabulary usage, grammatical accuracy, and overall communicative competence, accompanied by increased motivation, confidence, and active participation. These findings suggest that the FC model is an effective pedagogical strategy for fostering autonomous, confident, and competent English communicators in bilingual and minority-language educational contexts.
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