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Abstract
This article presents a comparative and statistical analysis of the practical effectiveness of flipped learning and traditional teaching methods in the process of teaching English, based on experimental studies. During the research, the impact of classes organized according to two different pedagogical approaches on students’ learning activity, communicative competence, independent learning skills, and level of language acquisition was monitored. Diagnostic results showed that in groups where the flipped learning model was applied, students’ oral speech activity, participation in the learning process, and level of independent thinking were significantly higher than in groups taught using traditional methods. Statistical analyses serve to scientifically substantiate the methodological effectiveness of flipped learning in teaching English.
References
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