“FLIPPED CLASSROOM” TECHNOLOGY AS AN IMPORTANT FACTOR IN DEVELOPING STUDENTS’ COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE CLASSES

Résumé

This article examines the pedagogical potential of the “Flipped Classroom” technology in developing students’ communicative competence in English language classes. In this model, students independently study theoretical materials, video lessons, presentations, podcasts, and electronic resources before class, while classroom time is devoted to active communication, discussions, debates, role-plays, problem-solving tasks, and collaborative projects. The approach creates opportunities for integrating listening, speaking, reading, and writing skills in authentic communicative situations. The article also highlights such pedagogical factors as learner-centred instruction, differentiated learning, students’ autonomy and responsibility, collaborative activity, teacher facilitation, continuous feedback, and reflective assessment. The effective integration of pre-class digital preparation with interactive classroom activities increases students’ motivation, participation, confidence, and ability to use English appropriately in academic, social, and professional contexts. Therefore, “Flipped Classroom” technology is considered an important methodological tool for developing students’ linguistic, sociolinguistic, pragmatic, strategic, and discourse competencies.