Purpose This study aims to examine the impact of the flipped classroom and jigsaw techniques on students' performance in an English as a Second Language (ESL) environment. Design/methodology/approach Data were collected among three groups of 380 students. These groups comprised the flipped class (n = 101), the jigsaw class (n = 93) and the traditional class (n = 186). One-way ANOVA was used in the study. Findings A significant difference was found between teaching methods (F = 17.679, p = 0.000 0.05). The mean score for flipped is significantly higher, M = 8.92, in comparison with traditional, M = 7.48, p = 0.000 0.05 and jigsaw, M = 7.96, p = 0.002 0.05, teaching methods. No significance was found between jigsaw and traditional. The eta squared = 0.086, which represented a medium effect of the teaching variable on the outcome. Research limitations/implications Considering the short duration of the jigsaw method, longitudinal designs and hybrid approaches are worthy of further research. The use of an artificial intelligence-based learning tool maximizes student learning in the ESL classroom setting. Practical implications The results of this study imply that flipped teaching reduces cognitive thinking and increases students' motivation, making it a valuable approach for ESL students. Originality/value This empirical study compares flipped, jigsaw and traditional class environments for ESL students in the higher education system in Saudi Arabia, filling a literature gap in the context. It informs instructors about ESL students' learning outcomes through active learning in a less contextual setting.
Rafiq et al. (2026) studied this question.