ENHANCING B2-LEVEL LISTENING COMPREHENSION AND SPEAKING PROFICIENCY THROUGH THE FLIPPED CLASSROOM APPROACH IN EFL HIGHER EDUCATION

This study explores the effectiveness of the flipped classroom approach in 
enhancing B2-level listening comprehension and speaking proficiency among students in 
English as a Foreign Language (EFL) higher education contexts. Despite prolonged 
exposure to traditional instruction, many learners struggle with understanding authentic 
spoken input and expressing themselves fluently. To address these challenges, this research 
adopts a mixed-methods design involving experimental and control groups. The 
experimental group engaged with pre-class audiovisual materials and participated in 
interactive in-class activities, while the control group followed conventional teaching 
methods. Data collected from pre- and post-tests, classroom observations, and student 
feedback revealed significant improvements in the experimental group, particularly in 
listening accuracy, fluency, and discourse management. Additionally, students reported 
increased motivation, engagement, and confidence. The findings suggest that the flipped 
classroom model fosters a more dynamic, learner-centered environment that enhances 
communicative competence. The study recommends integrating structured pre-class 
preparation and interactive classroom practices to improve language learning outcomes in 
EFL higher education.