INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
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https://journalseeker.researchbib.com/view/issn/3030-332X
646
EXPLORING THE EFFECTIVENESS OF FLIPPED LEARNING IN SECOND
LANGUAGE ACQUISITION
Saparbayeva Ziyoda Rustamboy qizi
Student of Uzbekistan State World Languages University
Keywords:
Flipped Learning, Second Language Acquisition, ESL, Language Teaching
Methods, Learner Autonomy, Classroom Strategies, Video Lessons, Student Engagement.
Abstract:
This article investigates how flipped learning—a model where instructional content is
delivered outside of class, often via video—affects second language acquisition. Drawing from
research and school-based observations, the study examines improvements in learner
engagement, classroom participation, and language outcomes. Findings suggest that flipped
learning allows for deeper practice and interaction during class time, fostering autonomy and
confidence in language learners.
Introduction:
In recent years, flipped learning has gained popularity as a student-centered approach that shifts
direct instruction outside the classroom. Instead of receiving new material during lessons,
learners are introduced to content—often through videos or reading—at home, while class time
is used for discussions, collaborative tasks, and hands-on activities. This model has been
adopted in many disciplines, including language education, for its potential to enhance
participation and maximize communicative practice.
In the context of second language acquisition, flipped learning encourages learners to prepare at
their own pace and use class time to engage more actively in speaking, listening, and feedback-
driven exercises. This article explores how such a shift affects learning outcomes and learner
attitudes.
Methods:
A mixed-methods approach was used to investigate the impact of flipped learning on second
language acquisition. The study was conducted in three secondary schools where English was
taught as a second language. Video lessons, short readings, and interactive grammar activities
were assigned before class. During lessons, learners engaged in pair work, role-plays, and
communicative tasks related to the pre-class material. Flipped learning, which is becoming
more and more popular in educational sectors, represents a change from conventional teacher-
centered instruction to active, student-centered learning strategies.
Although flipped
classrooms can increase student involvement, there is conflicting evidence that they are better
than conventional approaches, according to a study of 173 studies: "The current levels of
enthusiasm for flipped learning are far higher than the wide range of scientific evidence
supporting it, and they are not commensurate with it." Nonetheless, flipped learning has
demonstrated noteworthy success in several situations, such as health professions education.
According to one study, "As evidenced by improved student performance over time, the flipped
classroom approach in health professions education yields a significant improvement in student
learning compared with traditional teaching methods." It also fosters a constructive learning
atmosphere.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 2, May 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
647
A study indicated that "current evidence suggests the flipped classroom approach in health
professions education significantly improves student learning compared to traditional teaching
methods," corroborated by findings of improved student performance over time. Furthermore,
"Flipping the classroom represents an ongoing paradigm shift… to active student engagement"
fosters a pleasant learning environment. According to a study on college algebra, "primary
improvements in the attitudes toward mathematics and increased levels of cooperation among
students" were identified as a result of flipped classrooms in subjects like mathematics.
Although results can differ based on implementation and circumstance, these research
collectively demonstrate the potential advantages of flipped learning.
Results:
Improved Classroom Participation
Learners were noticeably more active during class activities. Since they were already familiar
with the topic, they could participate in speaking exercises with greater confidence. Teachers
observed an increase in peer interaction, especially among more hesitant students.
Better Preparedness and Autonomy
Students showed better preparation for lessons, which led to deeper discussions and more
meaningful language use. The flexibility to review materials at their own pace helped them feel
more responsible for their learning, promoting autonomy.
Enhanced Language Performance
Assessment results revealed modest but consistent improvements in grammar and vocabulary
tests compared to previous traditional classes. Learners retained more when exposed to content
both at home and in communicative classroom settings.
Discussion:
Flipped learning offers a promising structure for language learning. By reversing the traditional
model, it provides students with greater exposure to new content and reserves valuable class
time for active engagement. This fosters a more supportive and communicative classroom
atmosphere.
However, its success depends on student responsibility. Learners must consistently prepare
outside of class, and teachers must curate accessible, engaging materials. When implemented
effectively, flipped learning not only supports academic improvement but also nurtures
independence and motivation.
Conclusion:
The flipped classroom model has shown to be beneficial in second language acquisition by
shifting content delivery to students' independent time and using classroom sessions for deeper,
interactive learning. Increased student preparedness, engagement, and autonomy were noted,
along with modest gains in academic performance. This method proves especially useful in
language teaching where time for communication is vital.
References:
1. Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every
Class Every Day. International Society for Technology in Education.
2. Turan, Z., & Goktas, Y. (2016). Innovative flipped classroom strategies in language
learning. Educational Technology & Society, 19(4), 128-140.
3. https://en.wikipedia.org/wiki/Flipped_classroom
