The concept of the flipped classroom has received significant attention; however, limited research has exploredits implementation in English teaching, which is the focus of this study. The aim is to examine the general responses ofEnglish teachers toward the flipped classroom methodology and to investigate the perceived benefits and challenges ofits application in English teaching. A total of 10 English teachers from diverse institutions that have adopted the flippedclassroom model participated in this research. Data were collected through a combination of questionnaires and interviewsand analyzed using a range of techniques. The findings revealed that English teachers demonstrated a highlypositive response to the flipped classroom methodology. The perceived benefits included facilitating active learning,fostering collaborative teamwork, stimulating autonomous learning, and enhancing classroom interaction. The challengesencountered during implementation were related to the provision of support, technical and technological difficulties, andthe preparation of flipped learning materials.
| Mualliflar | Tojiyeva , Matluba |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-09-02 |
| Jild | 3 |
| Son | 9 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.17235182 |
DOI: 10.5281/zenodo.17235182 · Maqolaning asl sahifasi
general responses, perceived benefits, perceived challenges, flipped classroom methodology
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