This research work aims to investigate the capacity of the Flipped classroom method to enhance the academic performance of student groups (grade 11) at Nazarbayev Intellectual School (NIS) – Aktau. NIS is a trilingual school where subjects in the primary stages are taught in Kazakh and Russian and where English is the teaching medium in grades 11 and 12. It was noticed that the students in grade 11 had difficulties formulating clear answers, in English, to educational and structural questions. The quality of students ' knowledge and their ability to communicate their understanding is considered one of the most important factors for their admission to an educational institution. To find solutions to enhance the learning quality and to motivate students, it was planned to use the "Flipped classroom" method. This allowed students to complete written tasks during the lesson, analyse difficulties more independently, and eliminate difficulties by comparing answers with other students. To carry out this method, subject teachers created video lessons, uploaded them to the Teams Microsoft platform and presented them to students in advance. The students were taught this method for the next three weeks. It has been observed that student’s participation in the class is acceptable to a certain extent as compared with classes run through conventional teaching methods. It was also noticed that students use more independent learning techniques such as using scientific dictionaries, Also, it was observed that overall tested classes showed slightly lower results in students who had difficulty self-learning and did not complete the video lessons.  

In today's rapidly changing age, the influence of technology on human life, including in the field of education, plays a very high role. The versatility of independent search and development of a person can be evidenced by the fact that people achieve success, in particular, because of technology-oriented methods. American Scientists Maureen Lage, Glenn Platt and Michael Treglia introduced their very extensive experience in the field of education in 2000. The concept introduced by the scientists was that "a flipped classroom was what had traditionally determined that events that took place inside the class could now also take place outside it, and its effectiveness."[1]. In our case study, due to studying in different languages, and high expectations of performance, the desire to equip the students with tools for self-learning, we anticipated that The "Flipped classroom" method was a good candidate to address these needs. An important feature of the chosen method is the combined learning model, which is integrated with tasks based on the consolidation of the knowledge gained by the teacher, presenting educational materials for training to students in advance. Scientists theoretically put forward this method. As an applicable concept, in 2007, two chemistry teachers named Aaron Sams and Jonathan Bergmann began recording their presentations using a video program. They uploaded videos online to help those who missed classes. It was observed that these videos helped students overcome difficulties and aided students who had difficulties in experiments. With the development of the internet, the flipped classroom began to gain popularity in North America. [2] 

The method used was method reported by to Brian Goodwin and Kirsten Miller, the flipped classroom helps students to identify challenging issues in the subject while familiarizing themselves with the curriculum in advance. All tasks assigned to students are carried out in three interrelated stages: first, before starting a new lesson topic, students familiarize themselves with the video lesson shown by the teacher's guide. In the second stage, when the students come to the classroom, the teacher gives them tasks for the new lesson, and the students try to complete those tasks without the help of the teacher. In the third stage, students discuss the completed tasks among themselves and with the teacher through a question-and-answer column and determine the easy and difficult tasks. As a result of this activity, students can find answers to questions from simple to complex levels while increasing their activity. [3] Students were surveyed for their opinions and satisfaction and the results of the term studied through “Flipped class mode, were compared with the previous term results that were studied through the traditional teaching method.

As a result of the research work, 40% of the students encountered the most difficulties while completing the task. 20% of the students said that they did not understand the topic. At the end of the study, 90% of the students said that they watched the video lessons, and before the study, 73% of the students demanded the teacher's explanation, now only 40% indicated that the teacher's explanation is necessary. According to the results of the interview, students believe that it is effective to perform complex structural tasks during the lesson. The method of "flipped class" had a positive effect on the student's complete mastery of a particular topic through independent search. However, due to the students ' dissipation, it was observed that some students faced difficulties in completing the tasks proposed during the lesson. Thanks to this method, we were able to improve the functional literacy of students. At the same time, it was noted that students use academic dictionaries more widely during the lesson and when writing formative assessments compared to previous quarter lessons. Traditionally, the "flipped class" method of Education has played a great role in assessing students, not only saving the teacher's time but also increasing the number of built-in methods during the lesson. Modern people believe that instead of video explanations, which take a long time to obtain certain information, it is better to look at video materials containing short and accurate information. Therefore, to improve this research work, we plan to determine how much students learn educational materials by changing video explanations to a shorter format. We also pay attention to the fact that before sending the video material on a new topic to students, they are asked questions that require a search on the topic.

1.MaureenLage, Glenn Platt, Michael Treglia. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31, 30-43. 2.Aaron Sams, Jonathan Bergmann. (2014). Flip Your Classroom: Reach Every Student in Every Class Every Day. Beijing: China Youth Press 3.Bryan Goodwin, Kirsten Miller. (2013). Evidence on Flipped Classroom is Still Coming in. Educational Leadership, 6, 78- 80 4.Dr. K. Plunkett Jacob Beckerman. (2014). The Flipped Classroom - A Teacher's Complete Guide: Theory Implementation and Advice. Washington State: Amazon Digital Services LLC. 5.Milman, Natalie B. (2012). The flipped classroom strategy: What is it and how can it best be used? Greenwich: Distance Learning 6.Zhang Renxian. (2014). Flipping Classroom Model and Teaching Transition. Beijing: World Knowledge Press 7.Zhang Jinlei. (2013). An Analysis on the Key Factors of Flipped Classroom Teaching Model. Distance Education in China, 10, 59-64. 8.Matthew Ogles, Brent Bogan. (2014). Flipping the Classroom-Unconventional Classroom: A Comprehensive Guide to Constructing the Classroom of the future. New York: U.C. Publishing. 9.Jacob Lowell Bishop. (2013). The Flipped Classroom: A Survey of the Research. 120th ASEE Annual Conference & Exposition.