Flipped instruction challenges the notion that learning is confined to the classroom. It is a new approach to teaching in language pedagogy, as in other fields. The present study aimed to ascertain student teachers' perspectives on flipped instruction and a flipped instruction-based syllabus designed specifically for developing speaking skills. The current study used a qualitative method to collect data. A structured written interview technique and student teachers' response papers were used to collect their perspectives on flipped instruction and the Oral Communication Skills I course based on flipped instruction. The results showed that the student teachers had positive attitudes towards flipped instruction, which was a new concept for them. The results also indicated that the student teachers were satisfied with the flipped instruction and the flipped syllabus, which were specifically designed for the course. Furthermore, student teachers believed that flipped instruction was effective in preparing them for lessons and speaking activities carried out during class time.
| Mualliflar | Tojiyeva, Matluba Mahmud qizi |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-07-15 |
| Jild | 8 |
| Son | 6 |
| Betlar | 418-423 |
| Til | Ingliz |
| DOI | 10.70728/c.series.ped.v08.i06.063 |
DOI: 10.70728/c.series.ped.v08.i06.063 · Maqolaning asl sahifasi
Flipped instruction, speaking skills, English language teaching, blended learning, student teachers
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