This study compares the effectiveness of gamified technology and paper-based methods in teaching vocabulary within a flipped classroom framework for students with varying proficiency levels. The research involved 144 non-English major students who took a general English course in the second semester of 2023. The study used a sequential explanatory design, combining quantitative and qualitative data. Quantitative data were collected through pretests and posttests, while qualitative data were gathered through teachers' guided reflections. The Academic Word List (300 target words) was used as the vocabulary focus. Gamified technology (Quizlet, Kahoot!, Quizizz, Socrative, and Google Form) was used by the experimental group, while the control group used paper-based methods. The study found that the paper-based method was more effective than gamified technology for both high- and low-proficiency students. Gamified technology did not significantly affect learning outcomes, while the paper-based method showed a significant improvement. Teachers' reflections indicated that gamified technology was more effective for high-proficiency learners, while paper-based methods were more effective for low-proficiency learners. The study highlights the importance of considering students' proficiency levels when selecting teaching methods. It also notes that technological limitations, such as internet connectivity and mobile phone restrictions, can hinder the effectiveness of gamified technology. The findings suggest that paper-based methods may be more suitable for low-proficiency learners, while gamified technology may be more suitable for high-proficiency learners. The study concludes that the paper-based method is more effective in teaching vocabulary for non-English major students, particularly for those with lower proficiency levels. The study also emphasizes the need for a more comprehensive and accessible technological infrastructure to support the flipped classroom model. The results indicate that the flipped classroom model can promote independent and active learning, but the effectiveness of gamified technology is limited by technological constraints. The study recommends that teachers consider students' proficiency levels and the availability of technological resources when selecting teaching methods.This study compares the effectiveness of gamified technology and paper-based methods in teaching vocabulary within a flipped classroom framework for students with varying proficiency levels. The research involved 144 non-English major students who took a general English course in the second semester of 2023. The study used a sequential explanatory design, combining quantitative and qualitative data. Quantitative data were collected through pretests and posttests, while qualitative data were gathered through teachers' guided reflections. The Academic Word List (300 target words) was used as the vocabulary focus. Gamified technology (Quizlet, Kahoot!, Quizizz, Socrative, and Google Form) was used by the experimental group, while the control group used paper-based methods. The study found that the paper-based method was more effective than gamified technology for both high- and low-proficiency students. Gamified technology did not significantly affect learning outcomes, while the paper-based method showed a significant improvement. Teachers' reflections indicated that gamified technology was more effective for high-proficiency learners, while paper-based methods were more effective for low-proficiency learners. The study highlights the importance of considering students' proficiency levels when selecting teaching methods. It also notes that technological limitations, such as internet connectivity and mobile phone restrictions, can hinder the effectiveness of gamified technology. The findings suggest that paper-based methods may be more suitable for low-proficiency learners, while gamified technology may be more suitable for high-proficiency learners. The study concludes that the paper-based method is more effective in teaching vocabulary for non-English major students, particularly for those with lower proficiency levels. The study also emphasizes the need for a more comprehensive and accessible technological infrastructure to support the flipped classroom model. The results indicate that the flipped classroom model can promote independent and active learning, but the effectiveness of gamified technology is limited by technological constraints. The study recommends that teachers consider students' proficiency levels and the availability of technological resources when selecting teaching methods.