RESULTS OF DEVELOPING COMMUNICATIVE COMPETENCE AMONG UNIVERSITY STUDENTS THROUGH THE FLIPPED CLASSROOM

Abstract. This paper examines published evidence on the outcomes of using the flipped classroom to develop university students' communicative competence in foreign-language education. The approach moves initial exposure to content before class and uses classroom time for dialogue, collaborative tasks, feedback, and revision. A comparative analysis of three empirical studies indicates gains in selected dimensions, particularly pragmatic language use, vocabulary, and cohesion; evidence for other dimensions is less consistent. The paper proposes an instructional sequence and an assessment procedure that distinguish participation from demonstrated communicative performance. The synthesis informs the design of future classroom evaluations.