ENHANCING READING AND COMMUNICATIVE SKILLS OF PRIMARY SCHOOL STUDENTS THROUGH THE FLIPPED CLASSROOM MODEL

Abstract

This article examines the methodological potential of the flipped classroom model for developing reading and communicative skills in primary school students. Drawing on empirical research and bibliometric analyses, the study highlights that the model fosters not only language proficiency but also cognitive, affective, social, and technological development. However, the article critically addresses key limitations, including unequal access to technology, increased teacher workload, superficial student preparation, and misunderstanding of the model’s pedagogical purpose. To maximize effectiveness, the authors propose five methodological principles - simplicity, continuity, interaction, differentiation, and reflection - and emphasize that the model’s value lies in reorganizing classroom time for dialogue, group work, and creative expression. The findings suggest that the flipped classroom, when implemented thoughtfully, transforms reading and communication lessons into more active, meaningful, and inclusive learning experiences.