Abstract

This study examines the application of the flipped classroom model to develop self-study skills among students in the Faculty of French Language at Phenikaa University. Using a mixed-methods design, the authors surveyed 45 students via a questionnaire and analyzed the data using SPSS. The findings indicate that the model enhances students’ initiative, planning ability, and interactive participation. However, limitations remain, including weak self-assessment skills and inadequate access to technological resources. The study proposes practical solutions to improve the effectiveness of implementing the model in higher education.

Keywords: Flipped classroom, innovating teaching methods, foreign language students, self-study skills