FLIPPED LEARNING AS A PATH TO ACADEMIC AUTONOMY IN ESP COURSES

Abstract

This study investigates the integration of flipped classroom model, which has become a transformative approach in higher education, fostering student autonomy, engagement, and professional competency development, into English for Specific Purposes (ESP) courses for undergraduate students of psychology, social work, and social pedagogy at Taras Shevchenko National University of Kyiv.
The article outlines a four-year progression of ESP tasks aligned with curricular objectives and students’ growing academic skills. In the first year, learners work with adapted texts and foundational vocabulary; in the second, they engage with theoretical concepts in personality psychology; in the third, they analyse authentic professional articles and simulations; and in the fourth, they complete research-based assignments and academic writing. Out-of-class activities include reading, summarizing, and analysing texts, while in-class work emphasizes discussions, role-plays, debates, and peer feedback.
The observations indicate that flipped learning enhances students’ confidence, encourages active participation, and supports the development of academic autonomy. At the same time, challenges were identified in designing effective pre-class materials that accommodate different levels of learner readiness. The study also highlights the importance of scaffolding tasks to ensure gradual skill development and the need for continuous teacher support in adapting materials.
The study concludes that flipped learning provides an effective framework for integrating language learning with professional skill development and preparing students for participation in international academic discourse.