MOOCS AND THE FLIPPED APPROACH IN FOREIGN LANGUAGE LEARNING: INCREASING STUDENT ENGAGEMENT

Abstract

In the context of rapid digitalization and global interconnectedness, proficiency in foreign languages has become an essential competency for engineers and IT specialists. According to UNESCO (2023), over 65% of technical students in Europe and Asia engage in online self-directed learning. Nevertheless, only 30–35% achieve sustained progress, revealing a significant gap between digital literacy and effective language acquisition. This study investigates the integration of massive open online courses (MOOCs) and the inverted classroom approach (flipped classroom) to enhance foreign language learning among technical students. The research examines multiple dimensions of engagement—cognitive, behavioral, social, and emotional—alongside factors influencing self-regulated learning, critical thinking, and learner autonomy.

From a scientific perspective, this study addresses a critical gap: there is currently no systematic evaluation of the impact of hybrid instructional models on the language proficiency of technical students. Practically, the findings inform the development of blended curricula, digital pedagogy strategies, and corporate language programs for engineers. The study introduces a “digital bilingual engagement model,” a framework designed to foster bilingual competence while leveraging digital tools to support autonomous, collaborative, and contextually relevant learning in Kazakhstan’s engineering education.

The methodology synthesizes empirical studies from 2020 to 2024, compares hybrid learning models, and systematizes scaffolding strategies. Evidence suggests that combining MOOCs with inverted classroom methodologies enhances motivation, improves academic performance, and cultivates teamwork and self-directed learning skills. Key challenges include varying student readiness and potential cognitive overload.

This research provides the first comprehensive assessment of hybrid learning effects on all engagement dimensions in technical education, contributing to both pedagogical theory and applied practice. Implications extend to universities, digital platforms, and policymakers designing national programs. Future directions involve integrating adaptive AI systems, intelligent chatbots, AR/VR environments, and virtual laboratories to deliver personalized, career-oriented language learning experiences that align with professional and technological demands.