Advancement in technology has brought a positive change in pedagogical practices. The development started with the integration of technology as a tool for teaching and has reached e-learning and Flipped-learning. In this study, the features of e-learning and Flippedlearning are compared from the perspective of technology and pedagogy in practice. To collect the data, English language teachers of public sector colleges and universities, who had attended online courses and blended courses, were selected for focus group discussion through purely judgmental sampling. The questions for focus group discussion were based on the Stephen Bax's (2003) criteria to compare different phases of CALL. The research highlights that flipped-learning gives more support and freedom to the learner to work at his own pace, whereas e-learning gives more opportunities for independent learning. There is no face-toface interaction in e-learning, whereas, in flipped-learning, the learners get a chance to interact in real-time. The participants of e-learning courses were urged to incorporate some sort of realtime interaction, whether online or face-to-face.