THE EFFECTIVENESS OF THE FLIPPED CLASSROOM IN TEACHING ENGLISH TO SECONDARY SCHOOL STUDENTS

Abstract

This article examines the effectiveness of the flipped classroom model in improving English language proficiency and learning motivation among secondary school students. Grounded in constructivist and self-determination theories, the flipped classroom reverses traditional instruction by delivering theoretical content through digital materials outside of class and dedicating classroom time to collaborative and communicative practice. The study involved fifty students aged 14 to 17 who previously learned through conventional methods. Data were collected through pre- and post-tests administered via Google Forms to measure changes in language skills and motivation. Results revealed notable improvements in speaking, vocabulary, and overall engagement, demonstrating that technology-supported, student-centered learning enhances both achievement and autonomy. The findings underscore the importance of well-structured digital instruction, teacher readiness, and equitable technological access for effective implementation