Abstract: This study critically examines the traditional and flipped classroom approaches to teaching English as a Second Language (ESL), focusing on their comparative impact on learning outcomes. The objective is to explore how these pedagogical models influence learner engagement, language proficiency, and instructional efficacy. Key findings reveal distinct advantages and limitations of each approach. Traditional classrooms, characterized by teacher-centered instruction, provide a structured framework beneficial for foundational grammar and vocabulary but often limit student interaction and communicative competence. Conversely, the flipped classroom model, emphasizing pre-class preparation and active in-class engagement, enhances learner autonomy, critical thinking, and collaborative skills. However, challenges such as technological reliance and the digital divide present barriers to its implementation. The study highlights the potential of integrating these approaches to address diverse learner needs. Educators are encouraged to adopt hybrid models that combine the structure of traditional methods with the dynamic, interactive elements of flipped classrooms. Recommendations include investing in teacher training, digital infrastructure, and resource development to support inclusive and flexible ESL instruction. By leveraging the strengths of both methodologies, stakeholders can create effective and equitable learning environments, preparing ESL learners for success in a globalized, technology-driven world.
Keywords: ESL Teaching, Traditional Classroom, Flipped Classroom, Learner Engagement, and Pedagogical Integration.
Title: A Comparative Study of Traditional and Flipped Classroom Approaches to Teaching English as a Second Language
Author: Khadija Yahuza Muhammad
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 4, October 2025 - December 2025
Page No: 488-497
Research Publish Journals
Website: www.researchpublish.com
Published Date: 01-December-2025
