This article investigates the methodological advantages of variative classes in teaching English as a Foreign Language (EFL) in secondary education, with particular attention to the integration of the Flipped Classroom model. Variative classes, which organize learners according to proficiency level, enable differentiated instruction, effective scaffolding, and communicative interaction. Grounded in sociocultural theory, communicative language teaching, and cognitive load theory, this study analyzes how variative grouping enhances learners’ communicative competence. The findings indicate that variative classes significantly improve learner engagement, reduce affective barriers, and provide more valid assessment of communicative performance. When combined with the Flipped Classroom approach, variative classes create an optimal environment for developing speaking, listening, reading, and writing skills.
| Mualliflar | Turopova, Firuza Murodqobilovna |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-06-15 |
| Jild | 8 |
| Son | 4 |
| Betlar | 227-230 |
| Til | Ingliz |
| DOI | 10.70728/c.series.v08.i04.035 |
DOI: 10.70728/c.series.v08.i04.035 · Maqolaning asl sahifasi
variative classes, communicative competence, Flipped Classroom, EFL methodology, differentiated instruction Abstrakt.
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