Effectiveness of the «Flipped Classroom» Model in Foreign Language Teaching

This article is devoted to the study of the “flipped classroom” model and the effectiveness of its implementation in the foreign language teaching practice in higher education. The authors analyzed the scientific and pedagogical literature on the sought-after topic of scientists and practicing teachers in Kazakhstan and abroad. Based on the analysis, the features of blended learning are highlighted, which is the object of this study. The article examines in detail the “flipped classroom” model, active methods of foreign language teaching that help to increase learning motivation. The authors emphasize the unlimited possibilities of a foreign language virtual educational environment, as well as means of establishing feedback with students. Much attention is paid to the use of CLT (Communicative Language Teaching), which involves the active participation of students in the classroom. Referring to the works of foreign linguists, the authors divide study time into pre-communicative and communicative stages, having examined the basic principles in this process, and outlining the forms and active methods of work. In the process of experimental work, in which 28 students of the specialty “Foreign Language: two foreign languages” took part, the effectiveness of using the “flipped classroom” model in foreign language teaching was proven. To test the effectiveness of the model, open and closed tests were used to determine the level of foreign language proficiency. To test the actual level of oral and written speech proficiency at the preliminary and final stages of the experiment, open and closed types of tests were used. The analysis of statistical data was also accompanied by methods of questioning, observation, and conversation, which contributed to a comprehensive confirmation of this model’s effectiveness.