Impact of the Flipped Learning Approach on Student’s Reading and Writing Skills in English Classrooms at Secondary Level

Abstract

The research examines the influence of flipped learning approach on English language skills among secondary-level students in Pakistan, with a particular focus on reading skills and writing skills. Although English being extensively in use as a second language in Pakistani secondary schools, students still struggle with basic language skills, presumably due to conventional teacher-led pedagogy. The study aims to evaluate the effectiveness of the flipped learning model, in which students learn teaching materials outside the classroom and engage in interactive, student-directed activities inside the classroom to improve their language skills. An experimental approach was employed, comparing the effectiveness of the flipped learning approach with traditional teaching methods in enhancing students’ reading and writing competencies. Data were collected through pre-tests and post-tests conducted on 114 randomly selected Grade- ninth  students at a government girls' high school in Multan, Pakistan. The findings established that the flipped classroom significantly enhanced students’ reading and writing skills as compared to traditional methods. Moreover, learners reported greater curiosity and active participation in the learning process. The results revealed that while flipped learning had the potential to advance English language skills, it also required access to technology and teacher preparedness. This research contributed to the body of literature on innovative teaching methods in developing countries and offered practical recommendations for teachers, institutions, and policymakers to better support language learning through flipped education.