A Comparative Study of Flipped Classroom and Traditional Instruction in English Language Teaching

Abstract

This study investigates the comparative effectiveness of flipped classroom instruction and traditional instruction in English language teaching at a language academy in Peshawar. The primary objective of the research was to examine whether the flipped classroom approach leads to better English language learning outcomes and higher classroom engagement than conventional teacher-centred instruction. A quasi-experimental research design was employed, involving two groups of English language learners: an experimental group taught through flipped classroom instruction and a control group taught through traditional methods. Data were collected through pre-tests and post-tests to measure learners’ English language performance, along with a structured questionnaire to assess classroom engagement. Descriptive statistics and inferential analyses, including paired samples and independent samples t-tests, were used to analyse the data. The findings revealed that although both instructional approaches resulted in significant improvement in learners’ English language performance, the flipped classroom group showed substantially higher gains in post-test scores compared to the traditional instruction group. Additionally, learners in the flipped classroom reported higher levels of engagement, participation, and motivation. The results suggest that flipped classroom instruction provides a more interactive and learner-centred learning environment, which positively influences English language development. Based on these findings, the study recommends integrating flipped classroom strategies into English language teaching practices, particularly in language academies, and emphasises the need for teacher training and institutional support to ensure effective implementation.