Due to the need to teach basic grammar and vocabulary, traditional English language teaching (ELT) sometimes struggles with limited Student Talk Time (STT). In order to maximize classroom time for communicative output, the Flipped Classroom Model (FCM) is found a method to transfer direct instruction to asynchronous situations. Students' confidence and speaking fluency are greatly increased through interactive in-class task-based learning and structured pre-class responsibility. Flipped classroom boosts student engagement, comprehension, and academic achievement by using class time for active, collaborative learning and shifting lectures to homework via videos. This approach promotes more exceptional student-teacher contact, individualized, self-paced learning, and higher-order thinking. The majority of synchronous class time should be devoted to task-based activities that require the application of previously taught material, such as information-gap issues, discussions, and peer-led simulations. Throughout class, students work on interactive, group, and practical projects rather than only listening to lectures, which increases interest and engagement.
| Published in | Innovation Education (Volume 1, Issue 1) |
| DOI | 10.11648/j.iedu.20260101.18 |
| Page(s) | 56-59 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2026. Published by Science Publishing Group |
Flipped Classrooms, Output, Video, Interaction
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APA Style
Gebre, Y. T. (2026). Flipped Classrooms: Strategies for Maximizing Students’ Language Output. Innovation Education, 1(1), 56-59. https://doi.org/10.11648/j.iedu.20260101.18
ACS Style
Gebre, Y. T. Flipped Classrooms: Strategies for Maximizing Students’ Language Output. Innov. Educ. 2026, 1(1), 56-59. doi: 10.11648/j.iedu.20260101.18
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Download@article{10.11648/j.iedu.20260101.18,
author = {Yonas Tamiru Gebre},
title = {Flipped Classrooms: Strategies for Maximizing Students’ Language Output},
journal = {Innovation Education},
volume = {1},
number = {1},
pages = {56-59},
doi = {10.11648/j.iedu.20260101.18},
url = {https://doi.org/10.11648/j.iedu.20260101.18},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.iedu.20260101.18},
abstract = {Due to the need to teach basic grammar and vocabulary, traditional English language teaching (ELT) sometimes struggles with limited Student Talk Time (STT). In order to maximize classroom time for communicative output, the Flipped Classroom Model (FCM) is found a method to transfer direct instruction to asynchronous situations. Students' confidence and speaking fluency are greatly increased through interactive in-class task-based learning and structured pre-class responsibility. Flipped classroom boosts student engagement, comprehension, and academic achievement by using class time for active, collaborative learning and shifting lectures to homework via videos. This approach promotes more exceptional student-teacher contact, individualized, self-paced learning, and higher-order thinking. The majority of synchronous class time should be devoted to task-based activities that require the application of previously taught material, such as information-gap issues, discussions, and peer-led simulations. Throughout class, students work on interactive, group, and practical projects rather than only listening to lectures, which increases interest and engagement.},
year = {2026}
}
TY - JOUR T1 - Flipped Classrooms: Strategies for Maximizing Students’ Language Output AU - Yonas Tamiru Gebre Y1 - 2026/02/20 PY - 2026 N1 - https://doi.org/10.11648/j.iedu.20260101.18 DO - 10.11648/j.iedu.20260101.18 T2 - Innovation Education JF - Innovation Education JO - Innovation Education SP - 56 EP - 59 PB - Science Publishing Group UR - https://doi.org/10.11648/j.iedu.20260101.18 AB - Due to the need to teach basic grammar and vocabulary, traditional English language teaching (ELT) sometimes struggles with limited Student Talk Time (STT). In order to maximize classroom time for communicative output, the Flipped Classroom Model (FCM) is found a method to transfer direct instruction to asynchronous situations. Students' confidence and speaking fluency are greatly increased through interactive in-class task-based learning and structured pre-class responsibility. Flipped classroom boosts student engagement, comprehension, and academic achievement by using class time for active, collaborative learning and shifting lectures to homework via videos. This approach promotes more exceptional student-teacher contact, individualized, self-paced learning, and higher-order thinking. The majority of synchronous class time should be devoted to task-based activities that require the application of previously taught material, such as information-gap issues, discussions, and peer-led simulations. Throughout class, students work on interactive, group, and practical projects rather than only listening to lectures, which increases interest and engagement. VL - 1 IS - 1 ER -
Department of English Language and Literature, Salale University, Fitche, Ethiopia
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