INTEGRATING FLIPPED CLASSROOM PEDAGOGY AS A FRAMEWORK FOR DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE IN TESOL
https://doi.org/10.5281/zenodo.18951224
Kalit so‘zlar
TESOL, intercultural competence, flipped pedagogy, socio-pragmatics, learner autonomyAnnotasiya
The contemporary TESOL classroom increasingly demands more than structural mastery of English. Effective participation in global communication requires learners to demonstrate intercultural awareness, pragmatic sensitivity, and the ability to negotiate meaning across cultural boundaries. This paper explores the pedagogical value of the Flipped Classroom model in promoting Intercultural Communicative Competence (ICC) among undergraduate students in Uzbekistan. Grounded in intercultural theory and supported by an experimental study, the research examines how the redistribution of instructional time enhances socio-pragmatic performance and learner autonomy. The findings reveal measurable gains in intercultural responsiveness and reduced communicative anxiety within the flipped learning environment.
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