IMPLEMENTATION OF FLIPPED CLASSROOM MODEL FOCUSING ON IMPROVING B2 LEARNER'S SPEAKING SKILLS

Аннотация

The use of the flipped classroom paradigm to improve the speaking abilities of B2-level language learners is examined in this study. By assigning students to watch videos or read books at home and using class time for hands-on, interactive activities, the flipped classroom approach flips the conventional teaching paradigm. Because it makes the most of in-class chances for meaningful conversation, cooperation, and feedback, this approach is very helpful for B2 learners in strengthening their speaking abilities. Learners can become acquainted with the vocabulary and structures of the target language at their own speed with the help of pre-class resources like pronunciation manuals or video lectures. Role-plays, debates, and group discussions are examples of in-class activities that offer a safe space for speaking practice under the supervision of peers and teachers. The advantages of this methodology, including greater student autonomy, tailored feedback, and improved engagement, are highlighted in the article. It also tackles issues like encouraging students to do assignments before class and guaranteeing access to technology. Keywords: flipped classroom, speaking skills, b2 learners, language proficiency, interactive activities, learner autonomy, oral fluency, classroom engagement In language teaching, the flipped classroom concept has drawn a lot of interest as a cutting-edge strategy for raising student interest and competency. This approach, which flips conventional teaching strategies by utilizing class time for engaging activities and delivering instructional information outside of it, works especially well for enhancing B2-level students' speaking abilities. The Common European Framework of Reference for Languages (CEFR) classifies B2 learners as upper- intermediate, meaning they need focused practice to become fluent and confident speak (Council of Europe, 2020). This article examines the advantages, difficulties, and real-world uses of the flipped classroom concept as it relates to meeting this requirement. With the flipped classroom paradigm, learner-centered activities take precedence over teacher-centered education. In the context of language learning, this 103 SCIENCE SHINE INTERNATIONAL SCIENTIFIC JOURNAL Issue 9(44), Volume 1 | ISSN 3030-377X | 10.05.2025 means that students use pre-class resources to gain a fundamental understanding, such as reading assignments, podcasts, or video lectures (Bergmann & Sams, 2012). These resources might contain level-appropriate grammatical clarification, vocabulary drills, or pronunciation instructions for B2 students. Interactive speaking exercises that offer chances for meaningful communication and instant feedback, such debates, role-plays, and group discussions, are then devoted to classroom time (Basal, 2015). Advantages for Speaking Ability in B2 Learners 1. More Practice Speaking: The flipped paradigm optimizes in-class speaking time by shifting material delivery outside of the classroom. For B2 learners, who require a lot of experience to go from organized language usage to unstructured conversation, this is essential (Egbert et al., 2015). 2. Personalized Feedback: During in-class exercises, teachers can offer tailored feedback to students on particular difficulties like tone, pronunciation, or grammatical precision (Turan & Akdag-Cimen, 2020). 3. Increased Confidence: The flipped classroom's encouraging atmosphere pushes students to try new things and take chances with language, which boosts their self-assurance while speaking (Webb et al., 2014). The flipped classroom paradigm has drawbacks despite its benefits, especially for B2 students. It can be difficult to guarantee access to technology and pre-class materials, particularly in environments with low resources (Strayer, 2012). Teachers can address this by offering offline alternatives or downloadable resources. Furthermore, explicit instructions and accountability tools, such tests or reflective diaries, are necessary to encourage students to do pre-class assignments (Abeysekera & Dawson, 2015). By making the most of in-class time for interactive, communicative activities, the flipped classroom model offers a potential strategy for enhancing the speaking abilities of B2 students. Teachers may create a dynamic and engaging learning environment that promotes speaking fluency by utilizing technology and pre-class resources. The advantages of more speaking practice, individualized instruction, and improved motivation make the flipped classroom approach a useful tool for language teachers, despite its drawbacks. The flipped classroom approach is probably going to gain popularity as more studies confirm its efficacy in helping language learners improve their speaking abilities. Useful Techniques for Putting the Flipped Classroom Model into Practice: Creating Pre-Class Materials: Teachers should produce or select excellent pre-class materials that complement the learning goals. These resources could i