ENHANCING FLIPPED LEARNING: A COMPREHENSIVE METHODOLOGY FOR INTERGRATING ASYNCHRONOUS AND SYNCHRONOUS INTERACTION

Abstract

This article delves into effective flipped learning strategies for the training of future foreign language teachers, with a focus on developing their professionally oriented communicative competence. A methodological approach integrating asynchronous and synchronous interactions is proposed, highlighting the importance of independent learning activities, which are complemented by synchronous support to enhance engagement. This approach, underpinned by scientific literature, suggests that the evolution of asynchronous learning should strengthen the flipped learning methodology. It projects asynchronous -synchronous interaction as a special type of asynchronous mode. In this mode, the independent (asynchronous) component is primary, and the collaborative (synchronous) component is secondary. This structure emphasizes students’ independent learning activities. Synchronous interactions provide additional support in cooperation. The article advocates for a balanced use of both delayed (asynchronous) and quasi-instant (synchronous) communication, the latter being quicker than traditional delayed methods but not as immediate as real-time interactions.The study maintains that integrating and incorporating synchronous aspects into asynchronous learning activities enhances the core essence of flipped learning. It outlines four specific principles for the effective application of asynchronous-synchronous techniques. They are: consistent integration, making the best use of technology tools, feedback loop, combining communication methods. Drawing on previous research and the author’s personal teaching experience at the Faculty of Philology of Educational Technologies, Kyiv National Linguistic University, Ukraine, the impact of these methods on the education of students studying at the second (master’s) level has been examined. Survey results have indicated a significant positive effect (70% to 90%) of blended learning and the flipped learning model on students’ professional growth and overall satisfaction with their education. Additionally, the article presents examples of exercises (preparatory stage of flipped learning) designed to develop English-language professionally oriented speech competence in master’s students, along with online resources for their implementation in a blended learning format.