Flipped classroom in second language learning: enhancing communicative competence through flipped instruction

Abstract: Traditional language learning methods often fail to provide learners with sufficient opportunities for real-world communication, resulting in limited speaking proficiency and engagement. This study explores the effectiveness of the flipped classroom model in second language acquisition (SLA), with a focus on enhancing communicative competence. The research addresses the problem of passive learning and low interaction in traditional classrooms, proposing flipped instruction as a solution to create a more interactive and student-centered environment. The study investigates how flipped instruction facilitates language immersion, active learning, and learner autonomy, allowing students to process theoretical content before class and engage in communicative practice during in-class sessions. It also examines the pedagogical alignment of flipped instruction with Communicative Language Teaching (CLT) and sociocultural theories of learning. The expected outcome of this research is to demonstrate that the flipped classroom model can significantly improve speaking proficiency, engagement, and language retention by increasing interactive learning opportunities. Findings suggest that flipped instruction fosters a more dynamic and participatory learning process, reducing cognitive overload and enhancing students' confidence in real-world communication. This study concludes that the flipped classroom is a powerful approach to developing communicative competence in second language learners, provided that pre-class materials are well-structured, and in-class activities emphasize meaningful interaction.