This study investigates the effectiveness of a flipped classroom approach with gamified technology and paper-based methods in teaching vocabulary to students with different proficiency levels. The research employs a sequential explanatory design, combining quantitative and qualitative data analysis. Quantitative data were collected through pretest and posttest scores, while qualitative data were gathered through teachers' reflections. The study involved 144 non-English major students who were divided into control and experimental groups, with each group further divided into high and low proficiency levels. The experimental group used gamified technology (Quizlet, Kahoot, Quizizz, Socratic, and Google Form), while the control group used paper-based methods. The results showed that gamified technology did not significantly improve students' vocabulary outcomes, particularly for high-proficiency learners, whereas the paper-based method was more effective for both high and low proficiency levels. Teachers' reflections highlighted challenges such as internet connectivity and mobile phone restrictions, which affected the effectiveness of gamified technology. The study concludes that the paper-based method is more effective for teaching vocabulary, especially for low-proficiency students, and suggests that educators should consider students' proficiency levels and available resources when choosing teaching methods.This study investigates the effectiveness of a flipped classroom approach with gamified technology and paper-based methods in teaching vocabulary to students with different proficiency levels. The research employs a sequential explanatory design, combining quantitative and qualitative data analysis. Quantitative data were collected through pretest and posttest scores, while qualitative data were gathered through teachers' reflections. The study involved 144 non-English major students who were divided into control and experimental groups, with each group further divided into high and low proficiency levels. The experimental group used gamified technology (Quizlet, Kahoot, Quizizz, Socratic, and Google Form), while the control group used paper-based methods. The results showed that gamified technology did not significantly improve students' vocabulary outcomes, particularly for high-proficiency learners, whereas the paper-based method was more effective for both high and low proficiency levels. Teachers' reflections highlighted challenges such as internet connectivity and mobile phone restrictions, which affected the effectiveness of gamified technology. The study concludes that the paper-based method is more effective for teaching vocabulary, especially for low-proficiency students, and suggests that educators should consider students' proficiency levels and available resources when choosing teaching methods.