Student engagement and language learning in a flipped ESP classroom: The role of Telegram

This study investigates the integration of Telegram into a flipped classroom (FC) model for teaching English for Specific Purposes (ESP) courses. Employing a mixed-methods approach, it explores how the FC model, supported by Telegram, affects student engagement, language skill development and technology acceptance. Quantitative data were collected through Technology Acceptance Model (TAM) and satisfaction surveys, and qualitative insights were gained from interviews. The findings reveal that students perceived English as essential for academic and professional success and responded positively to the FC model, particularly for improving their speaking and listening skills. Telegram emerged as a preferred platform due to its accessibility, collaborative features, and alignment with students’ daily communication habits. While writing skills showed limited gains, students reported increased motivation, reduced anxiety, and stronger classroom participation. Despite some reservations about applying the FC model to other subjects, the study highlights the pedagogical value of combining flipped instruction with mobile technology in multilingual, low-resource contexts. These results contribute to the growing body of research on digital innovation in ESP education and underscore the importance of context-sensitive, learner-centered approaches to enhancing communicative competence.