PRACTICAL IMPLEMENTATION STRATEGIES OF THE FLIPPED CLASSROOM FOR TEACHING B2 LEVEL WRITING (IN THE CONTEXT OF UZBEKISTAN)

Abstract

This article explores practical strategies for implementing the flipped classroom model to teach B2-level writing in Uzbekistan, aligning with CEFR standards. It details pre-class activities, such as instructional videos and genre exemplars, and in-class collaborative tasks, peer reviews, and revision workshops, supported by digital tools like Google Docs, Padlet, and AI-based platforms. The approach fosters learner autonomy, metalinguistic awareness, and process-based writing skills. Despite challenges in Uzbekistan, including limited technology access and unfamiliarity with autonomous learning, localized adaptations like mobile-friendly materials and culturally relevant exemplars enhance effectiveness. The study highlights how strategic implementation improves linguistic competence and empowers students as independent, reflective academic writers.