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The flipped classroom model (FCM) is considered to be one of the most noteworthy current discussions in education. Positive effects of FCM have been recently discussed, but literature provides few empirical clues about whether FCM can actually enhance adult English as a foreign language (EFL) learners' oral proficiency. The researcher utilized FCM and Output-driven/Input-enabled model (Wen, 2008) in order to explore the advantages of FCM in terms of improving speaking skills. A pre- and posttest quasi-experimental design was utilized to examine the impact of FCM on speaking skills. The sample consisted of 22 non-English major voluntary academicians from different departments of a Turkish state university. There were 11 learners in class A (study group) where the course was flipped while the rest were in class B (control group) in which the courses were conducted in the traditional way. The researcher applied both qualitative and quantitative research methods and used multiple sources of data collection, including a speaking rubric, the teachers' inclass observations, two sets of questionnaires (―Satisfaction of FCM Experience‖ and ―Opinions of Speaking‖), and semistructured focus-group interviews. Findings revealed that the use of flipped learning approach not only enhanced the speaking skill, but also increased learners' motivation and satisfaction with FCM. The results can be considered a reference point while designing oral skills in EFL contexts.



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