IMPROVING THE METHODOLOGY OF USING THE "FLIPPED CLASSROOM" IN DEVELOPING THE PRODUCTIVE SKILLS OF PHILOLOGICAL UNIVERSITY STUDENTS IN INDEPENDENT LEARNING

Abstract

This article explores the methodological improvement of using the flipped classroom approach to enhance the productive language skills speaking and writing of philological university students. The study examines how independent learning and digital tools can be effectively integrated to promote autonomy, collaboration, and communicative competence. Based on experimental teaching and survey analysis, the research identifies optimal strategies for structuring pre-class and in-class activities that align with students’ cognitive and linguistic needs. The findings demonstrate that a well-organized flipped classroom significantly improves students’ engagement, critical thinking, and language production.