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Introduction: The twenty initial century poses several challenges to language and literature teaching around the world as way as reading and modes of information acquisition worries. The challenges characterize a big modification within the learning designs and techniques of tech-savvy, visual learners.

Their span to being attentive to one hour teacher monologues has dwindled inexorably. The standard teaching strategies don't cater to the requirements of this day learners World Health Organization would love to possess area for articulation of various views, collaboration, group work, and manual work like project-based learning. They like enquiry-based learning and practice-based acquisition of skills. Ancient teaching and learning modes do not facilitate them discharge skilled duties that lie ahead. They're born and mature with communication and interactive technologies and that they ought to be harvested and controlled with teaching-learning processes.

Competitive competence in second language acquisition research: teaching and learning can enhance students language proficiency and academic performance. It documents two academic-research practices with a view to substantiating the claim. One, first year postgraduate students of English have a course called Principles of Written English. It requires students to create as much language output as possible continuously on a daily basis. While learning the principles of written English through interaction in regular classes, their practice of language output was not up to the expected level. The traditional classroom also had certain disadvantages:

1. Fellow students have no opportunity to read and respond to each others composition though the topic is the same.

2. Teacher has access to one writing at a time.

3. Writing becomes an individuals accomplishment whereas language is social and communal.

4. Peer correction is impossible and teacher correction tends to be prescriptive to individual composition.

5. Writing is confined to time and space these constraints compelled the course teachers to reflect over the alternatives harvesting the technology that almost every student is familiar with. It enables the course teachers and students to stay and contribute to language output and to respond to each others contribution 24x7 at all places. The outcome exceeded the expectations. Almost everyone participated and contributed though there were late-comers. They were not used to using social media for academic purposes or had their own starting problems in using it for such academic purposes. Of course, language output in terms of quality and quantity, fluency and accuracy by women was far more than by men. The inference one could make is that learning and training through technology enables students to overcome white paper paralysis by unconsciously getting liberated from fear psychosis toward writing and thus enhancing their writing confidence and ability. Two, the researcher addressed an international conference audience in the form of valedictory address on Flipped Classroom as an Approach to Teaching and Learning English as a Second Language in a Coimbatore City College, Tamil Nadu in February 2017. One student participant recorded it and uploaded the live video on his social media and it could be accessed throughout the world. The theory was translated into the practice instantaneously by a student who represents tech-savvy, willing-to-participate and to-do-things-differently students of the twenty first century.

The meteoric rise and expansion of technology has metamorphosed the modes of how information is disseminated. It has not only changed the modern way of life, but also teaching and learning cultures. Modern students are known for their proclivity toward technology and therefore they are known as digital natives. Nowadays they grow up surrounded by technology. They are all adept at using technological devices, such as smart phones, laptops, tablets, the Internet, Wi-Fi, YouTube, Whatsapp, and the social media to the extent that they depend on technology for almost everything. Technology has modified the way students learn. McNeely (2005:10) says that they learn by doing, not by reading the instruction manual or listening to lectures. Modern students also rely on online resources rather than printed materials that those who have no digitalized socialization. Technology improves learning experience. It improves flexibility. Students need not gather together at a particular place at a particular time to receive education. Learning can take place both in synchronic and asynchronic settings. Besides, technology has changed the modes of delivery of education through different online tools like webcasts, video feeds/video link, podcasts, discussion forums, dialogues/chats, blogs, wikis, and online assignments. Software programmes (Learning Management Systems or Internet-based Course Management Systems) enable teachers to upload digital teaching materials to the web round the clock and thus increase flexible access to education.

Until the end of the twentieth century, learning took place through teaching and interaction in(side) the classroom. Then online format emerged and learning moved outside the classroom. Both blended learning and flipped classroom are two technology-enable learning approaches with distinctive differences from not only from traditional mode but also from each other. However, both approaches share some common features despite the fact that the flipped classroom is superior to blended learning. They share on-and off-class components. They also feature traditional face-to-face and internet-based elements. Blended learning, also called hybrid learning, is different from purely online teaching models like Massive Open Online Courses (MOOCs) which are becoming very popular across the world. Blended learning is known so since it blends online learning with more traditional methods of learning and development. It has evolved from traditional forms of learning to a personalized and focused development path. (Thorne, 2003: 2). It is in fact the most natural and logic evolution of learning agenda. It is a form of e-learning that has a huge impact on learning environment. Its potential is immense in revolutionizing learning and development. It provides solutions to the challenges of tailoring learning and development to the individuals needs. It harnesses the innovative and technological advances with the interactive and participatory learning in traditional mode. Stein and Graham (2014: 12) define blended learning as a combination of onsite (i.e. face-to-face) with online experiences to produce effective, efficient, and flexible learning. It has been tried in both corporate and academic sectors. Within academia, it has been tried in language teaching and therefore it is known as blended language learning (BLL). On the one hand blended learning is still a relatively new concept in Indian ELT and on the other hand, language and literature education need to be reformed to customize the individuals pace for learning. The social and academic classification of students into high, moderate, and low achievers can be done away through the proper exploitation of blended learning and flipped classroom. Language and literature education seems to be slow in embracing technology when compared with other disciplines. Of course, there are some attempts to use new interactive, communicative technologies by language and literature teachers. One of the convincing explanations for a general disinterest in using technology for teaching purposes in higher education in general and language education in particular is that there is a genuine shortage of resources. On the other hand, there is a huge demand for higher education in India, but there is a genuine concern about shortage of library space in any institution and supply of recent books and journals in any discipline. In turn, lack of such physical resources causes the delay in the introduction of new teaching technology. Above all, many language teachers have received no training and therefore they have little experience in the use of ICT.

ICT changes the way in which English can be taught. Many senior teachers of English feel more comfortable with textbooks and they believe that the use of computers threatens traditional literacy skills. They also think that the personal human touch is lost since language learners are ultimately going to interact with humans and not machines. On the other hand, there are several benefits and opportunities for engaging students to practice outside the classroom. Though the importance of English language learning need not be overemphasized at the tertiary level, it is not in priority for higher educational institutions where students would like to major in a particular discipline. Three to six hours a week in the first four semesters of Arts and Science Stream and less in the case of technical institutions are allotted for English. Hence, online learning can be combined with onsite learning for the following reasons: i. it promotes constructive thinking ii. it enhances creative thinking when reproductive activity decreases it enables learners to optimize the time for language learning iv. it imbibes in them skills of information culture and information processing v. it increases teaching quality, and vi. it deepens interdisciplinary connections vii. it provides opportunities to students to reveal their potential viii. cyberspace can be more appealing to shy students who feel more confident at home in front of their computers than in a classroom ix. it develops learner autonomy, and x. it widens the scope for self-study However, blended learning and flipped classroom are hot topics now, but e-learning is still in its infancy in terms of institutional experiment as part of pedagogy. Teachers and administrators are just beginning to learn how the Internet and other new technologies can be best be used to educate, inform, train, and support learners of English. There is no unified terminological and conceptual understanding of the term since it overlaps and shares with other models such as blended learning, hybrid learning, online learning, and podcasting. Though there is no single definition of flipped classroom that is acceptable to different theorists and practitioners, they all agree on the core of theory and practice of the learning styles of digital-savvy postmodern learners. At the same time, it should be borne in mind that the term does not carry any technical meaning. It is sometimes referred to as inverted classroom (Lemmer 2013: 463). The rationale is that flipped classroom inverts classroom activities with activities that normally take place outside the classroom. Flipped classroom is similar to blended learning in the sense that both use face-to-face and online learning. At the same time it differs from blended learning because of its inverted activities. Online explanation through audio and video recordings complements and supplements in-class learning in flipped classroom through interactive and participatory activities. Hess (2013) argues that flipped classroom does not replace face-to-face teaching with online instruction. Flipped classroom students acquire content through short video lectures online and the subsequent class session focuses on analysis, application, and problem solving in order to deepen their learning. It therefore frees up the in-class time for more interactive activities while online activities in blended learning replace some of the in-class time. Since it is blending e-learning with classroom learning, it can be classified as a branch of blended learning. Flipped classroom is beneficial for the following reasons:

It promotes active learning, increases interaction between teachers and students, improves collaboration among students, allows flexible learning just-in time, and fosters critical thinking. 2. Flexible learning suits learning needs of digital native students. It can access learning resources anytime anywhere and study at their own pace leading to greater ownership of their learning. 3. It enhances teachers and students IT literacy. 4. It improves learning outcomes by closing the gap between the strongest and weakest students who consistently out-perform prior classes. It also causes higher success rates than online courses. 5. Students feedback is encouraging: i. Increases analytical & problem-solving skills ii. Group work enhances understanding iii. Professors assist learners solve problems iv. Students want more classes to be flipped The success of blended language learning depends on how the following concerns are addressed. These concerns can snowball into limitations if they are not addressed. Its successful implementation relies on several factors, such as 1. Percentage of blending the traditional classroom and the online settings. 2. Not all students have the adequate and right motivation to engage actively in learning. 3. Blended learning should be assessed through blended assessment 4. Creative curriculum should precede blended assessment like evidence-based portfolio 5. Since there is in-person contact with teachers, learners are bound to experience feelings of isolation. 6. Learners may face difficult in terms of how to navigate in the system, how to deal with problems the technology, and the need for students to be actively involved in learning 7. Developing countries like India face required funds for the purchase of new technology, lack of e-learning strategies, training and development chances for the faculty and students who are likely to resist e-learning. 8. Lack of a firm academic and institutional framework to encourage students to learn 9. Since it involves a high level of self-discipline and self-direction, students with low motivation and bad self-study habit would fall behind.

Flipped classroom has its own limitations as well. 1. Since it encourages a learn-at-your-own-space style of education, its success relies heavily on the principle that students are self-motivated. If they are not, it would not work with the less or nil-motivated students. 2. It becomes a problem for the teacher to asses where a student is in their education and the teacher cannot make sure that every student is learning is at a steady pace. It works on cooperation of, and trust on students. 3. Testing becomes difficult since students would take tests at different times after they have learnt at their own pace. 4. Fluctuation in the internet accessibility outside the classroom would make a lot of difference. It can create a digital divide. 5. A procrastination culture may develop in students when they are allowed to learn at their own pace. 6. Teachers work increases: preparing and uploading condensed lectures, introducing classroom activities, and additional time and effort.

Moreover, several students tend to have interaction in part-time work Some of them represent the establishments in school cultural and sports. Several universities permit students to take a seat for examinations if they need attended seventy-fifth of categories and with penalty fees those with below bound share will sit for examinations. A sizeable student body prefers distance mode also. During this context, integrated learning and flipped schoolroom come back as a boon to this student community