Abstract

Critically low academic achievement of ESL learners at Intermediate level in Pakistan has been reported (Gul, 2016; BISER, 2017; BISER, 2018; BISER, 2019), and it has been associated with adherence to traditional pedagogic approach in ELT classroom (Nawab, 2012; Najmonnisa, Haq, & Saad, 2015; Umar, 2016; Raja & Najmonnisa, 2018). Therefore, we conducted this quasi-experimental research to examine the relative affordance of a globally popular Flipped Method in the Pakistani ESL context. The goal was to improve students’ writing proficiency. Employing randomization technique, EG (50) and CG (54) were made. EG was taught by Flipped Method and Traditional Method was employed to teach the CG. A common Pre-Test was taken. Twelve 40-minute classes were run. EG watched our own created video lectures uploaded to a purpose-made YouTube channel. EG received materials for in-and-out class activities also. EG and CG sat a common Post-test. Post-test scores were triangulated by two interviews from EG. Quantitative analysis was performed by ANCOVA and Paired-Samples t-test, and it revealed that EG performed significantly better. Qualitative analysis, carried out by Inductive approach thematic analysis(Braun & Clarke, 2021), informed that Flipped Method has attracted learners strongly. The study unambiguously demonstrates that a transition from traditional method to Flipped Method can prove revolutionary to achieve encouraging results.