FLIPPED CLASSROOM APPROACH IN TEACHING BUSINESS ENGLISH
Keywords:
Flipped Classroom, Business English (BE), Pedagogical Innovation, Asynchronous Learning, Communicative Competence, Student-Centered Learning, English for Specific Purposes (ESP), Social Constructivism, Educational Technology (EdTech), Soft Skills DevelopmentAbstract
In the era of globalization, the demand for effective communication in professional settings has rendered traditional teacher-centered methodologies insufficient for Business English (BE) instruction. This article explores the implementation of the Flipped Classroom model—a pedagogical shift where direct instruction moves from the group learning space to the individual learning space. By shifting theoretical input (grammar, vocabulary, and business concepts) to pre-class digital assignments, the classroom is transformed into an interactive environment focused on high-level cognitive activities such as simulations, negotiations, and case study analyses. The study highlights the primary benefits of this approach, including increased Student Talk Time (STT), personalized learning paces for busy professionals, and the integration of essential soft skills. Furthermore, the paper provides a practical framework for structuring flipped lessons and discusses the role of educational technology in bridging the gap between academic theory and corporate practice. The findings suggest that flipping the classroom not only boosts linguistic accuracy but also builds the communicative confidence necessary for the modern global boardroom.
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