Keyword: «boppps»

Effective teaching strategies are now considered crucial for optimizing student learning outcomes. It is crucial that both students and instructors choose a learning model that is both effective and convenient. Traditional teaching approaches often involve passive learning, with instructors presenting material and students receiving information with minimal interaction. However, the BOPPPS model offers a comprehensive framework designed to foster active learning and student engagement. The BOPPPS model (Bridge-In, Objectives, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) is a structured approach to lesson planning that places the student at the center. This article examines the BOPPPS model, compares it to traditional teaching methods, and analyzes its advantages and disadvantages. Research data demonstrates that the BOPPPS model improves student engagement, learning outcomes, and satisfaction with the learning process. However, a number of studies have shown that in some cases this method demonstrates less satisfactory results compared to traditional teaching methods. This article is based on an experimental study of two approaches used in foreign language (English) lessons for engineering students. The purpose of the study was to identify the positive and negative aspects of both teaching models, obtain feedback from both students and teachers, and draw conclusions about the practical application of the methods. To obtain practical data, an experimental study was conducted. It used both teaching models in English lessons for students of technical specialties. Two groups of students from non-linguistic, technical specialties were selected for the experimental study: Group A studied using the traditional teaching model, which included classical lectures introducing new information, subsequent assignments, and a final test; Group B studied using the BOPPPS model with continuous student engagement in language activities. At the end of the training cycle, students took a general control test. The results of the study prove that following only one of the teaching models can have negative consequences for the learning process. The theoretical significance of this study lies in its comprehensive analysis and comparison of the BOPPPS model and the traditional model of English language teaching, taking into account the professional specifics of students in technical fields. This, in turn, constitutes the study's novelty. The practical significance of this work lies in the choice of the most effective model of foreign language teaching and, at the same time, the fact that the results of it can be used in further research on this topic.