FLIPPED CLASSROOMS AND ONLINE PLATFORMS: INNOVATIVE PEDAGOGICAL APPROACHES TO ENGLISH LANGUAGE TEACHING

Abstract

This research examines the effect of flipped classrooms and online platforms as new pedagogical strategies in English Language Teaching (ELT). The study was designed to assess how combining digital technologies and pre-class activities affects students' motivation, engagement, and language ability. A mixed-method design was used with quantitative data from online questionnaires filled out by 150 English language learners and 20 teachers, and qualitative data from virtual semi-structured interviews. Statistical inference (t-tests, ANOVA, and correlation) indicated improved performance and motivation among students who participated actively with web-based materials and joined synchronous classes regularly. Qualitative outcomes supported these findings with increased learner autonomy, interaction, and flexibility, in addition to issues of internet accessibility and computer literacy. The research argues that flipped classrooms with online support promote active, learner-focused pedagogy and provide a viable model for contemporary English language teaching. Recommendations are provided for enhancing technological infrastructure and teacher education to optimise the potential of the flipped and online teaching models across varied education settings.