Flipped learning has emerged as a transformative pedagogical approach in foreign language education, shifting the traditional instructional paradigm by delivering content outside the classroom and dedicating in-class time to interactive, student-centered activities. This article explores the multifaceted impact of flipped learning on foreign language acquisition, examining its effects on language proficiency, learner engagement, motivation, self-regulated learning, and higher-order thinking skills. Drawing upon empirical studies and theoretical frameworks, the discussion highlights both the benefits and challenges of implementing flipped learning in diverse educational contexts.  

Flipped learning, classroom, interactive

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