THE EFFECTS OF FLIPPED LEARNING MODEL IN ENGLISH AS A FOREIGN LANGUAGECLASSROOMS: A CONCEPTUAL REVIEW

Abstract

The article investigates classroom results from the flipped learning model within English as a foreign language instruction. The study evaluates recent findings to understand the foundational principles of flipped learning and its implementation results while discussing its difficulties in English as a foreign language instruction. Research shows that flipped learning reaches positive outcomes since it uses constructivist theory and Bloom's taxonomy to improve all four basic language skills: listening, speaking, reading, and writing. Alert learning practices emerge from this model because it requests students to complete pre-session assignments and conduct interactive classroom exercises. Successful adoption of this learning model encounters three main barriers: technology infrastructure constraints, time restrictions, and comprehensive instructor readiness requirements. According to research findings, success with flipped learning as a language acquisition method depends on properly considering implementation factors and sufficient support systems. The study supports the expanding research about powerful teaching techniques in English as a foreign language classrooms while offering usable recommendations to teachers and researchers active in this academic field.