Prof. Hamdy Mohamed Shaheen2026-05-102026-05-10https://dspace.academy.edu.ly/handle/123456789/1990Though the flipped educational model obtained favor globally and is being used in classrooms of all sizes and levels, it appears to have not yet been investigated in the Libyan setting. Therefore, the present study's purpose is to ascertain whether applying the approach of flipping classrooms in place of conventional English teaching techniques, can improve student outcomes when teaching English in Libyan universities.This dissertation explores whether adopting the flipped classroom model is a viable instructional approach for Libyan higher education and whether it can positively influence students' performance and achievement compared to traditional teaching methods at Misurata University. Additionally, it examines students’ perceptions of this new strategy. The research design used in the study is mixed-method, incorporating both quantitative and qualitative methods to gain a comprehensive evaluation of the effect of the strategy under investigation. It employs a quasi-experimental design with pre- and post-tests, along with a questionnaire and interviews for data collection. The study includes 133 Libyan college students from Misurata University, with 55 from the Faculty of Arts and 78 from the Faculty of Education. Participants were split into control and experimental groups within each faculty. At the start of the study, all participants completed a pre-test. The flipped classroom model was implemented with the experimental group.The Impact of English Flipped Classroom Model