FLIPPED CLASSROOM APPROACH IN TEACHING ENGLISH GRAMMAR: A CASE STUDY OF UZBEK UNIVERSITY STUDENTS

The flipped classroom approach has emerged as a transformative pedagogical model in modern education, shifting the traditional learning structure by moving direct instruction outside of the classroom and dedicating class time to active, student-centered learning. This thesis explores the implementation of the flipped classroom model in teaching English grammar to university students in Uzbekistan. It examines the effects of this approach on students' engagement, comprehension, and overall grammar performance. Through qualitative and quantitative methods, the study investigates student responses, academic outcomes, and the challenges encountered during the transition from conventional grammar instruction to a flipped model. The findings suggest that the flipped classroom fosters more interactive learning, supports autonomous study habits, and improves grammatical understanding when properly planned and supported by digital resources.