APPLICATION OF THE FLIPPED CLASSROOM TECHNOLOGY IN FOREIGN LANGUAGE TEACHING TO FUTURE LOGISTICS PROFESSIONALS: A METHODOLOGICAL SCENARIO USING DIGITAL TOOLS (NOTEBOOKLM, QUIZLET, AND AI)

Abstract

Abstract. This article examines the theoretical foundations and methodological features of applying the “flipped classroom” approach to intensify foreign language training for students majoring in “Transport Technologies (in Motor Transport).” A methodological scenario incorporating the digital tools NotebookLM, Quizlet, and generative artificial intelligence is substantiated. The course and results of the pedagogical experiment are described, which demonstrated positive progress in the development of foreign-language communicative competence among future logistics specialists, particularly in terms of discursive-pragmatic criteria.

The advantages of the proposed methodology over the traditional approach have been experimentally proven. The model resulted in faster reaction times during professional simulations, a reduction in the language barrier, increased student autonomy, and adaptation to individual learning paces. At the same time, the study identified risks associated with the technology, including dependence on students’ awareness and the significant time investment required of the instructor during the digital content design phase.

The relevance of this study stems from the contradiction between the dynamic development of the global economy—which requires logistics professionals to possess a high level of foreign-language communication competence – and the ineffectiveness of the traditional linear learning model given limited classroom hours.