Flipped Classroom Model and Cultural Approach: Modern Teaching Strategies for English Literature
Abstract
The flipped classroom model transforms English literature education by reversing traditional teaching paradigms. Students engage with new content outside the classroom through video lectures or readings, allowing in-class sessions to focus on discussions and interactive activities. This approach fosters active learning, critical thinking, and deeper literary analysis while enhancing cultural understanding. Integrating multimedia resources further enriches engagement, though challenges such as digital accessibility and motivation disparities remain. By adopting inclusive strategies, educators can maximize the model’s potential, creating a more dynamic and student-centered learning environment.
Keywords
Flipped classroom model, english literature education, active learningHow to Cite
References
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning (Online), 14(9), 130.
Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Journal of Language and Linguistic Studies, 16(2), 775-797.
Cevikbas, M., & Argün, Z. (2017). An innovative learning model in digital age: Flipped classroom. Journal of Education and Training Studies, 5(11), 189-200.
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1-2), 1-21.
Desai, S. V., Jabeen, S. S., Abdul, W. K., & Rao, S. A. (2018). Teaching cross-cultural management: A flipped classroom approach using films. The International Journal of Management Education, 16(3), 405-431.
Hung, H. T. (2017). Design-based research: Redesign of an English language course using a flipped classroom approach. Tesol Quarterly, 51(1), 180-192.
Jian, Q. (2019). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. The Electronic Library, 37(5), 842-859.
Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., Liu, K. S. X., & Park, M. (2022). A scoping review on flipped classroom approach in language education: Challenges, implications and an interaction model. Computer Assisted Language Learning, 35(5-6), 1218-1249.
Little, C. (2015). The flipped classroom in further education: literature review and case study. Research in post-compulsory education, 20(3), 265-279.
Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model. Education and Information Technologies, 25(5), 4041-4055.
Shahnama, M., Ghonsooly, B., & Shirvan, M. E. (2021). A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research. Educational Technology Research and Development, 69(3), 1355-1386.
Soliman, N. A. (2016). Teaching English for academic purposes via the flipped learning approach. Procedia-Social and Behavioral Sciences, 232, 122-129.
Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer assisted language learning, 33(5-6), 590-606.
Vitta, J. P., & Al-Hoorie, A. H. (2023). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research, 27(5), 1268-1292.
License
Copyright (c) 2025 Allamurodova Sabohat Ibodullayevna
This work is licensed under a Creative Commons Attribution 4.0 International License.