THE EFFECTIVENESS OF FLIPPED CLASSROOM MODELS IN ENGLISH LEARNING

This article examines the effectiveness of flipped classroom models in English learning, focusing on how pre-class preparation and in-class interaction contribute to deeper language acquisition. The study discusses learner autonomy, motivation, and the role of teacher-guided activities during class time. One empirical research finding is included to illustrate how flipped instruction enhances engagement. Although the model has limitations, such as inconsistent student preparation, it remains a valuable approach when thoughtfully applied in English teaching contexts.