DEVELOPING SELF-DIRECTED LEARNING SKILLS OF PRESERVICE EFL TEACHERS THROUGH FLIPPED CLASSROOM TECHNOLOGY
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Abstract
Digital technologies are changing the way we prepare
future language teachers. This paper looks at how the Flipped Classroom
(FC) approach can help pre-service EFL teachers at Namangan State
Pedagogical Institute (NSPI) become more independent and self-directed
learners. The study involved 64 third-year students over one semester.
Results showed that students who learned through the FC model
improved significantly in their ability to manage their own learning, stay
motivated, and reflect on their progress. Student journals and group
interviews also showed that when students take more responsibility for
their learning, they become more confident and develop a stronger sense
of professional identity.
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