Abstract
This study investigates the effectiveness of the flipped classroom approach in enhancing English language learning for students in tourism education. Using a quasi-experimental design, it compares traditional teaching methods with the flipped classroom model. Tourism students engaged in the flipped classroom demonstrated significantly greater improvement in language proficiency, higher levels of engagement, and better practical application of English skills in tourism contexts. The findings suggest that the flipped classroom approach is effective in enhancing practical language application skills and recommend its integration into English language courses for tourism students. Further research is recommended to explore long-term effects and applicability in diverse educational settings.
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