Differentiating instructions by utilizing “Flipped classroom” model in ESP teaching

Shahnoza Berdiyorova

doi:10.47689/2181-1415-vol2-iss4/s-pp545-550

Abstract

It is crucial for teachers to be awareof newly developedtechnologies and enhance their digital literacy to meet students’ expectations and increase effectiveness of learners’ outcomes both in and out of the classroom. The main features of human beings, such as, invention, creation, and implementation of the flipped classroom has become a significant expansion in recent pedagogy. Due to the new methods of the target model students can benefit in terms offlexibilityas they are able todo research and obtain new knowledge whenever they want. Furthermore, after basic concepts have been practiced in a flipped class model, teachers coordinate seminars making them more interactive and focusedon discussions and analyzing given topics in more details. However, some of the drawbacks also can occur in the process of implementation of the “Flipped Classroom” model. One of the most essential issue which should be considered is challenges of learning provided materials due to the inexistence of either device or net connection.The current article describes both advantages and disadvantages of the model effectiveness, and provides evidence of reliability of model implementation among the students of various majors.

Highlights

Increasing students’ desire to learn a foreign language, using authentic specialized texts, enhancing all forms of students’ communicative practices, and implementing individual approach to teaching are among the most important problems that the English for specific purposes (ESP) instructor solves
This paper presents the effectiveness of the flipped classroom in a Higher Education (HE) context using Tashkent State of Economics as a case study
A focus group approach was used to gather relevant data directly from the students who participated in the flipped experiment.[15] out of 20 students in the target group stated the flipped classroom was more convenient and enjoyed flexibility at the same time could study at their own pace

Summary

Introduction

Increasing students’ desire to learn a foreign language, using authentic specialized texts, enhancing all forms of students’ communicative practices, and implementing individual approach to teaching are among the most important problems that the English for specific purposes (ESP) instructor solves. Students tend to expect to improve their practical language skills in order to be more successful in their future profession. The implementation of a Flipped classroom model can bridge the gap between students’ and teachers’ expectations of learning and its outcomes. This model leads to differentiate the style of teaching by requiring active involvement of students in information collection and application of newly acquired knowledge. It provides relevant literature review, following this, it describes teaching and learning context.

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Conclusion