Fostering Viability of Flipped- Techno Approach on English Language Learning: Simple Moderation Model

The purpose of the study is to explore the role of interactive and collaborative activities with techno- aids in improving and grasping English as Second language. The paper is targeted to study student’s perception on interactive pedagogy and flipped techno-learning as the best tool to promote Communicative English Language skills. The aim is to address the gap in higher education, which often focuses on theoretical concepts instead of practical, spontaneous interactions. The results of the research are computed by a statistical approach which suggests that face to face interaction, social networking and technology assists in the development of language and interpersonal skills of the students. The instrument used for study is a Questionnaire where Two Hundred and Fifteen students point their perception towards teaching and learning English language. The present study is an empirical study, to investigate the effectiveness of technology on ELL. The paper also investigates the impact of motivation perspective as a moderating variable. It has been reflected through the results that both Motivational Perspective and Technology have a significant relation with ELL individually, however, it is also observed that motivation perspective does not play a moderating role in reinforcing the positive relationship between Technology and ELL.