Vol. 5 No. 3 (2026), Articles
Vol. 5 No. 3 (2026)

IMPLEMENTATION OF THE FLIPPED CLASSROOM MODEL IN EFL CONTEXTS: ENHANCING STUDENT AUTONOMY AND CLASSROOM ENGAGEMENT

Articles
Published 2026-07-31
Ismoilov Ibrokhimjon Bekpulat ugli
Student of Karshi International University Tel: +998 95 066 08 12 | Email: ismoilovibrohimjon18@gmail.com ORCID: https://orcid.org/0009-0000-8523-9050
Rakhmonova Mokhinur Zohidovna
Scientific Supervisor: Lecturer of Philology and english language at Karshi International University
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Keywords

flipped classroom, EFL, learner autonomy, classroom engagement, active learning, blended learning, higher education.

Abstract

This study looks at how the Flipped Classroom Model (FCM) helps university students learn english better and study more independently. In traditional language classes, teachers talk a lot, so students do not get enough time to speak or receive help. In the flipped model, students watch short video lessons at home before class. Then, they use class time for group work, discussions, and speaking practice. We tested this method over one semester. The results show that this model helps students become more independent, improves their speaking skills, and reduces their fear of speaking in class.

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References

1. Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.

2. Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation, task orientation and autonomy. Learning Environments Research, 15(2), 171–193.

3. Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from 2011 to 2015: A review. International Review of Research in Open and Distributed Learning, 17(3), 313–340.