THE IMPACT OF FLIPPED LEARNING ON SPEAKING PROFICIENCY AND ANXIETY LEVELS AMONG INTERMEDIATE EFL STUDENTS

Abstract

This study investigated the effects of flipped learning on speaking proficiency and foreign language speaking anxiety among intermediate EFL students. A quasi-experimental design was employed with 64 intermediate learners randomly assigned to a flipped classroom (n=32) and a traditional instruction group (n=32). Over eight weeks, the flipped group engaged with video lectures and interactive tasks at home, followed by in-class speaking activities, while the control group received conventional teacher-led instruction. Speaking proficiency was assessed via pre- and post-tests using IELTS speaking criteria, and anxiety levels were measured using the Foreign Language Classroom Anxiety Scale (FLCAS). Results showed that the flipped group significantly outperformed the control group in speaking proficiency (p < .01, η² = 0.24) and exhibited significantly lower anxiety levels (p < .01, η² = 0.31). These findings suggest that flipped learning creates a low-anxiety environment that fosters speaking skills development.