South Ural State Humanitarian Pedagogical University (RUSSIAN FEDERATION)
About this paper:
Appears in: ICERI2022 Proceedings
Publication year: 2022
Pages: 6754-6757
ISBN: 978-84-09-45476-1
ISSN: 2340-1095
doi: 10.21125/iceri.2022.1705
Conference name: 15th annual International Conference of Education, Research and Innovation
Dates: 7-9 November, 2022
Location: Seville, Spain
The research deals with the problem of using the idea of the flipped classroom to enhance university students’ learning experience within the framework of studying Methods of teaching English.

In recent years “flipped (or inverted) classroom”, an approach to teaching based on student-centred learning, has become a trend with staying power. The flipped classroom inverts the traditional teaching practice. It is a blended learning-teaching model where students get acquainted with teaching materials on their own. Lectures are rendered to students for individual review outside the classroom as homework, and classroom time is used for class discussion and interactive projects. Group problem-solving activities, student presentations, case studies and whole-group discussions allow students to learn through experience, improve their comprehension, apply their knowledge, and assimilate the content. This approach involves student-led active learning and peer-to-peer collaboration, which helps students understand learning material and gain the high-order thinking and skills they need to be future teachers of English. Furthermore, individualized guidance enables educators to adapt each lesson to the individual needs of their students while encouraging communication and critical thinking. By shifting passive lecture material to homework, students can review those materials in the time and place that work best for their needs. They can also access all the relevant information in advance, so when they enter the classroom, they feel prepared to participate in interactive learning activities. It should also be mentioned, that flipped classroom typically involves a blend of online and face-to-face learning, which makes it universal for any form of teaching.

It seems particularly important to introduce an inverted classroom for university students of the English language in the context of the course of Methods of teaching English to enable them to use this approach in their future professional activity. At the same time, flipped instruction can benefit teachers by making better use of their own time and resources. The key is implementing flipped classroom strategies well and in a way that appeals to student sensibilities.
Flipped classroom, inverted classroom, student-centered learning, active learning, interactive learning activities, online learning.