Comparative Effectiveness of Flipped and Traditional Classrooms on English Language Learning at Higher Education in Pakistan

Abstract

This study explores how effective English Learning is among higher education students in Pakistan with regard to both the flipped classroom model and the traditional classroom model. Employing a quantitative methodology, data was gathered from 267 enrolled students from multiple public and private universities across the country. The Study examined students’ perceptions, performance, and level of engagement in both instructional models. The results proved that traditional classrooms have set learning outcomes and order to discipline important teacher-student interactions. On the other hand, flipped classrooms are more effective in fostering students’ critical thinking, engagement, and self-directed learning. Furthermore, barriers to the widespread use of flipped learning in Pakistan include lack of technology and poor digital literacy. The data indicates that English Language proficiency is best achieved by integrating both the blended and traditional methods. Those findings are important to policymakers and educators who strive to improve English language teaching and learning in higher education.