Improving English Language Teaching In Secondary Schools Through Flipped Classroom Technology (A Case Of 10th–11th Grades)

Abstract

This study investigates the effectiveness of the Flipped Classroom (FC) model in improving English language teaching in upper secondary schools, with a focus on 10th–11th grade students. Grounded in constructivist and socio-cultural learning theories, the FC approach reverses traditional teaching by delivering instructional content through pre-class digital materials, while dedicating classroom time to active, collaborative, and communicative activities. A quasi-experimental design was employed with 60 students divided into experimental (FC-based) and control (traditional) groups over a 16-week period. Data were collected through pre- and post-tests, classroom observations, and student surveys. Findings indicate that students in the FC group achieved significantly greater gains in communicative competence (32% improvement), vocabulary acquisition (120 new words vs. 70 in the control group), and independent learning habits (78% vs. 41%). Classroom participation also increased, with 45% higher engagement rates in the experimental group. Despite challenges such as limited internet access and teacher workload in preparing digital materials, the overall results highlight the pedagogical value of the FC model in enhancing language learning outcomes. The study concludes that adopting FC in secondary school English instruction promotes student-centered learning, supports higher-order thinking, and fosters communicative competence.