FLIPPED CLASSROOM MODEL IN TEACHING ENGLISH LINGUISTICS COURSES: EFFECTIVENESS AND CHALLENGES

Abstract

This thesis examines the effectiveness and challenges of implementing the flipped classroom model in teaching English linguistics courses at higher educational institutions. Traditional lecture-based approaches often limit students’ active participation and independent analytical thinking in linguistics subjects such as phonetics, syntax, semantics, and discourse analysis. The flipped classroom model, which transfers theoretical instruction outside the classroom through digital materials and reserves classroom time for discussion, collaboration, and problem-solving activities, has recently gained attention in language education.

The study analyzes how flipped instruction influences students’ academic performance, motivation, critical thinking, and engagement in English linguistics classes. The research is based on comparative analysis, observation, and existing empirical studies conducted in international and local educational contexts. The findings indicate that the flipped classroom approach improves learner autonomy, increases interaction between teachers and students, and enhances comprehension of complex linguistic concepts. However, several challenges were identified, including technological limitations, unequal access to digital resources, insufficient preparation of students, and increased workload for instructors.

The paper concludes that the flipped classroom model can significantly contribute to the modernization of linguistics education when supported by proper technological infrastructure, teacher training, and carefully designed instructional materials..