ENHANCING WILLINGNESS TO COMMUNICATE: EXPLORING THE FLIPPED CLASSROOM MODEL FOR LANGUAGE TEACHERS
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Abstract
This article examines the synergy between willingness to communicate and the flipped classroom model in language education. It explores the factors influencing willingness to communicate and provides practical strategies for fostering a supportive communicative environment. Additionally, it explores the implementation of the flipped classroom model as a means to enhance student engagement and language proficiency. The article highlights the importance of creating student-centered learning experiences that promote active communication and offers insights and recommendations for language teachers seeking to optimize their instructional practices.
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References
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