HYBRID MODELS OF TEACHING PUBLIC SPEAKING IN ENGLISH IN THE CONTEXT OF HIGHER LANGUAGE EDUCATION IN AZERBAIJAN
https://doi.org/10.5281/zenodo.19781112
Kalit so‘zlar
hybrid learning, public speaking, English language teaching, higher education, undergraduate students, station rotation model, flipped classroom, project-based learning IntroductionAnnotasiya
The scientific work discusses the impact of hybrid models of teaching on the enhancement of English public speaking skills in higher language education in Republic of Azerbaijan. The study examines the disparity between undergraduate students’ robust theoretical language proficiency and their constrained capacity to communicate smoothly and confidently in practical academic and professional settings. The work highlights significant methodological, psychological, and organizational obstacles that can impede successful public speaking instruction based on contemporary teaching and learning practices. An investigation also covers various hybrid teaching models, such as station rotation model, flipped classroom model, and project-based learning (PBL), emphasizing how the incorporation of online and in-person forms improves public speaking practice, alleviates stress and anxiety levels, and boosts student engagement. The particular emphasis is placed on the multilingual environment of Azerbaijani undergraduate students, in which the interference from Azerbaijani or Russian influences English public speech creation. Interestingly, the findings indicate that hybrid learning enhances options for personalized and repeated practice via asynchronous activities, whilst maintaining crucial aspects of live interaction and spontaneity during in-class oral presentations. At the same time, the scientific work acknowledges significant limitations, including disparities in access to digital resources and differing levels of digital literacy among the undergraduate students.
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