FLIPPED BLENDED LEARNING IN AN ENGLISH CLASSROOM: TEACHING ORAL PRODUCTION TO FOLKLORE STUDIES MAJORS

Abstract

Background. The dynamic societal development requires flexible, adaptive, autonomous, and analytical skills in graduates who cannot rely solely on the knowledge and abilities acquired in higher education institutions. Continuous learning, acquiring new knowledge, skills, and abilities are essential for successful professional development. Integrating autonomous and classroom work using internet resources and educational technology, particularly blended learning, provides an optimal approach for meeting these needs. However, further research is needed to explore effective ways of combining face-to-face, independent, online, and distance learning to develop language and communication competencies, especially among folklore studies majors. Purpose. The purpose of the article is to provide a theoretical justification, develop a methodology, and implement blended learning techniques for enhancing oral English production among folklore studies majors using the «Flipped Classroom» technology. Methodology. Conceptually, the study relies on the concept of continuing education, which involves educational autonomy and educational strategies that enable the continuity of education. Practically, the research was implemented in experimental training of Folklore studies majors. The participants of the research were 9 Bachelor students and an English teacher (17 years of experience). Results and Discussion. The applied technology has demonstrated positive outcomes by optimizing classroom time, enabling individualized learning trajectories, and enhancing students’ cognitive engagement through well-planned independent work. Specifically, it has contributed to developing skills such as listening to authentic texts within the field, independently selecting appropriate materials for listening exercises based on predetermined criteria and engaging in dialogues and monologues related to folklore topics. Furthermore, blended learning has also improved folklore studies majors overall oral English proficiency. The educational potential of the «Flipped Classroom» technology extends beyond this spectrum, and further research can explore practical strategies for self-regulation, self-monitoring, and students’ motivation in developing their communicative competence through the «Flipped Classroom» technolohy in higher education settings