THE COMPARATIVE STUDY OF FLIPPED LEARNING AND TRADITIONAL LEARNING IN TEACHING ENGLISH.

Ashurova Zulfiya Tirkashevna

Authors

Ashurova Zulfiya Tirkashevna x

Keywords:

flipped learning, traditional learning, English language teaching, student engagement, language acquisition, classroom interaction, academic performance, learner autonomy, pedagogy, blended learning.

Abstract

This article presents a comprehensive comparative study of flipped learning and traditional learning in the context of teaching English, with a focus on their influence on student engagement, language acquisition, classroom interaction, and overall academic achievement. The study provides a detailed exploration of how flipped learning redefines the learning environment by shifting content delivery to pre-class activities, allowing students to engage with materials independently through videos, digital resources, and interactive content, thereby freeing classroom time for active participation, collaboration, problem-solving, and communicative tasks. In contrast, traditional learning maintains a teacher-centered structure in which learners rely heavily on direct instruction, in-class explanations, and structured lessons delivered by the educator, followed by homework tasks designed for practice.

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