This study investigates the impact of flipped classroom pedagogy on the development of English language skills among secondary school students in Hajjah Province, Yemen. In light of ongoing educational challenges and limited access to effective language instruction, the research examines whether the flipped classroom model—a learner-centered approach that delivers instructional content outside of class and uses classroom time for active engagement—can enhance student achievement in English. Using a quasi-experimental design, the study compares the performance of students exposed to flipped instruction with those taught through traditional methods. Findings reveal significant improvements in language proficiency, particularly in listening and speaking skills, suggesting that flipped learning can be a transformative approach for English language education in resource-constrained settings.

Flipped classroom, English language skills, secondary education

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