METHODOLOGICAL FRAMEWORK AND ICT INTEGRATION IN FLIPPED CLASSROOM INSTRUCTION FOR ENGLISH LANGUAGE TEACHING
Keywords:
Flipped classroom, ICT tools, English Language Teaching (ELT), 5E/7E instructional models, 4C skills, learner autonomy, formative assessment, digital pedagogy.Abstract
This article investigates the methodological framework of the flipped classroom model and the integration of Information and Communication Technology (ICT) tools in English language teaching (ELT). Traditional instructional models often limit interactive language practice due to time constraints spent on delivering theoretical content. By restructuring the pedagogical process into pre-class, in-class, and post-class phases, the flipped classroom optimizes classroom contact hours for active, communicative language acquisition. Furthermore, the study establishes a direct structural alignment between these flipped stages and the inquiry-based 5E/7E learning cycles. The paper also evaluates the systematic implementation of digital technologies (LMS platforms, gamified evaluation tools, multimedia resources) to foster the 21st-century "4C" skills (critical thinking, communication, collaboration, and creativity). Methodological recommendations, continuous assessment strategies, and solutions to technological barriers are systematically detailed.
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