Abstract
This study examines the effects of flipped classes in higher education by examining the viewpoints of students regarding the reading skills. This study based on quantitative research method. The data was collected from 200 BS English students of two universities of Dera Ghazi Khan as Ghazi University, D.G. Khan and University of Education, D.G. Khan Campus. The findings show that flipped learning environments greatly improve student engagement and academic achievement, owing to the strategic use of technology such as Massive Open Online Courses (MOOCs) and interactive, student-centered activities
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