the effect of flipped instruction on efl learners’ speaking performance

Numerous pedagogical strategies have been proposed to enhance the language proficiency of english as a foreign language (efl) learners. one such method, flipped classroom instruction (fci), has gained attention for its potential to foster more effective learning outcomes by inverting traditional teaching paradigms. this quasi experimental study investigated the impact of fci on the speaking performance of iranian efl learners. the research involved 80 participants, both male and female, aged 16 to 23, enrolled at a private language center. participants were assigned to four groups: two experimental and two control, ensuring a balanced comparison. in the experimental condition, learners received instructional materials—comprising multimedia resources and structured content—prior to class, enabling self-paced study and repeated review, a hallmark of fci; however, the control groups followed a conventional instructional model, with teachers delivering content during sessions and assigning practice tasks for later completion. following the intervention and speaking assessments, the statistical analysis revealed that the experimental groups, exposed to fci, demonstrated a significant improvement in speaking skills compared to their traditionally instructed counterparts (p < 0.05). these findings imply that fci offers a promising pedagogical framework for enhancing efl learners’ oral proficiency by optimizing preparation and in-class engagement.