FLIPPED CLASSROOM APPROACH: A COMPARISON OF INNOVATIVE AND CONVENTIONAL TEACHING METHODS

Abstract

In the modern higher education system, there is growing interest in innovative and student-centered teaching methods, which play an important role in student activity, engagement, motivation, and the development of practical skills. This article discusses the application of the “flipped classroom” method in the teaching of English as a foreign language (EFL) based on an experimental study conducted at the Eurasia International University of Armenia. The study examines the essence of the “flipped classroom” approach, technological models, as well as its advantages and limitations. The study was conducted using a mixed methodology combining quantitative and qualitative analytical approaches. Quantitative data were collected through student surveys and processed using a repeated measures model, while qualitative data were obtained through classroom observations and analysis of student responses.