Abstract:

The article is devoted to examining different ways of introducing flipped classroom approach to teaching English as a foreign language (EFL) in the framework of higher education. The updated standard for higher education contains many requirements relevant to flipped model of learning, which makes it timely and appropriate in terms of University education.

As a form of blended learning, flipped classroom approach is learner-oriented at its core. This teaching method inverts the traditional attitude to classroom and homework activities, thereby changing the role of a teacher in the educational process. Having turned everything on its head, flipped classroom learning allows more time for practice during the classes and encourages an extensive application of current technology doing homework. Furthermore, it increases the learners’ responsibility for their work, stimulates development of their personal characteristics and interdisciplinary and language competences.

On the other hand, implementation of this teaching method in terms of higher education raises a lot of questions concerning its feasibility, advantages over traditional approaches to teaching EFL at University, drawbacks and challenges facing the teachers today.

Despite the criticism, after a decade of its existence the popularity of flipped classroom learning continues to grow, therefore proving its effectiveness and good performance.

Keywords:

Innovation, flipped classroom, English, language, approach, student, learner, education, learning, teaching, teacher, research, knowledge, experience, homework, class, learner-oriented, information technology, skills, practice, higher education.