FLIPPED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOMS: ENHANCING STUDENT ENGAGEMENT AND LANGUAGE ACHIEVEMENT

Abstract

Abstract 
The rapid development of educational technology has significantly influenced 
the  field  of  foreign  language  teaching,  leading  to  the  emergence  of  innovative 
pedagogical approaches that promote active learning and learner autonomy. Among 
these approaches, flipped learning has gained increasing attention due to its ability to 
reverse traditional instructional practices by delivering content outside the classroom 
and  dedicating  classroom  time  to  collaborative  and  communicative  activities.  This 
paper examines the role of flipped learning in English as a Foreign Language (EFL) 
education and explores its impact on student engagement and language achievement. 
It argues that the effectiveness of flipped learning depends on the successful integration 
of  digital  resources,  pedagogical  planning,  and  learner  participation.  While  the 
approach  offers  numerous  benefits,  including  increased  interaction,  flexibility,  and 
autonomy,  challenges  related to  technological  access and  learner  readiness  remain. 
Ultimately, flipped learning should be viewed as a complementary instructional model 
that enhances, rather than replaces, traditional language teaching practices.