FROM GENERAL ENGLISH TO ESP: IMPLICATIONS OF THE FLIPPED CLASSROOM MODEL
Keywords:
Key words: flipped classroom, English language teaching, English for Specific Purposes (ESP), learner engagement, learner autonomy, communicative practice, pedagogical outcomes.Abstract
Abstract
The article reviews empirical studies on the implementation of the flipped
classroom model in general English teaching. Its aim is to identify the main
pedagogical outcomes, advantages, and limitations reported in previous research and
to consider their implications for English for Specific Purposes (ESP) instruction. The
review shows that the flipped classroom generally increases learner engagement,
communicative practice, and learner autonomy, although some methodological and
technical challenges remain. It is suggested that these positive effects may also be
applicable to ESP contexts with appropriate methodological adaptation, but further
empirical research is needed to confirm this assumption.
References
References
1. Bergmann, J., & Sams, A. Flip your classroom: Reach every student in every class
every day. International Society for Technology in Education 2012
2. Bishop, J. L., & Verleger, M. A. The flipped classroom: A survey of the research.
ASEE National Conference Proceedings. 2013
3. Tucker, B. The flipped classroom. Education Next, 12(1), 82–83. 2012
