BLENDED LEARNING AND FLIPPED CLASSROOM AS EFFECTIVE APPROACHES TO TEACHING ENGLISH IN HETEROGENEOUS CLASSES

The rapid development of digital technologies has significantly changed the organization of the educational process and created new opportunities for foreign language teaching. Blended learning and the flipped classroom model are among the approaches that combine traditional face-to-face instruction with technology-supported learning. These approaches are particularly relevant to heterogeneous English language classes, where students differ in language proficiency, learning pace, motivation, previous educational experience, and preferred learning strategies. This article examines the pedagogical potential of blended learning and flipped classroom approaches in English language teaching, with particular attention to student differences in heterogeneous groups. The study is based on an analysis of recent scholarly literature concerning blended learning, flipped learning, student engagement, and foreign language education. The findings indicate that technology-supported instruction can provide additional opportunities for individualized learning, repeated practice, collaboration, and active classroom interaction. At the same time, successful implementation requires careful instructional design, appropriate digital resources, teacher support, and consideration of students’ access to technology and levels of digital competence. The article argues that the effectiveness of blended and flipped learning depends not simply on the introduction of technology but on the quality of pedagogical decisions surrounding its use.