From Passive to Active: Exploring the Flipped Classroom in MA English Education

Tsapro, Galyna and Yakuba, Valentina and Gladush, Nadia (2025) From Passive to Active: Exploring the Flipped Classroom in MA English Education Педагогіка формування творчої особистості у вищій і загальноосвітній школах (99). pp. 187-192. ISSN 2664-3529

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Abstract

This article explores the application of the flipped classroom model in English and Linguistics education, focusing on its effectiveness, perceived benefits, and challenges as experienced by master’s students. The flipped classroom approach —where students first engage with instructional content outside of class (via videos, readings, or tests) and then apply their understanding during interactive in-class sessions — has promoted active learning, critical thinking, and meaningful student engagement. While this pedagogical model has gained traction across disciplines, its implementation in language-related fields raises specific questions regarding students’ cognitive and communicative preparedness. Drawing upon a review of current scholarship and an empirical study involving 34 master’s students enrolled in the 2023–2024 academic year, this article investigates students’ preferences, difficulties, and insights related to flipped instruction in Linguistics contexts. The findings reveal a strong student preference for the flipped model, with 82% of participants favoring it over traditional lecture-based formats. Despite this general approval, students reported several challenges that affect their engagement and performance. Among the most frequently cited difficulties were understanding the logical continuity between pre-class and in-class material (59/100), adapting to the unfamiliar instructional format (57), and independently working through new content (56). Pre-lecture testing also presented a moderate challenge (54). Nonetheless, many students noted improved preparation for class discussions (53.5) and greater participation in collaborative tasks (53) as key advantages. These results support the growing consensus that the flipped model enhances learner autonomy and participation with adequate scaffolding, clear content transitions, and supportive assessment tools. The article concludes by emphasizing the need for continued pedagogical innovation and further empirical research to optimize flipped methodologies in language education.

Item Type:	Article
Uncontrolled Keywords:	flipped classroom; active learning; student engagement; higher education; learner autonomy; educational innovation
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет романо-германської філології > Кафедра англійської мови та комунікації
Depositing User:	доцент Галина Юріївна Цапро
Date Deposited:	30 Jul 2025 07:45
Last Modified:	30 Jul 2025 07:45
URI:	https://elibrary.kubg.edu.ua/id/eprint/52752

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