Does Flipped Classroom Model Affect EFL Learners’ Anxiety in English Speaking Performance?

Learners of English as a foreign language (EFL) face various challenges which impede their efforts to achieve proficiency, especially in speaking performance. In response, this study sets out use the Flipped Classroom Model (FCM) teaching method investigate effective-ness FCM on EFL learners’ anxiety A mixed-methods research design was utilized whereby 27 Omani under-graduate students majoring at Buraimi Uni-versity College (BUC), Sultanate Oman were selected purposively subjects study. The collected data involved Anxiety Speaking Performance Questionnaire (AESPQ) that distributed three stages: pre, midway and post implementation FCM. Another set da-ta elicited focus group interviews students’ reflective jour-nals. Findings indicated after twelve weeks using FCM, considera-ble improvement occurred per-formance across time. results One-way ANOVA showed there significant differences among levels English, F (₂, ₅₂) = 111.492, P<0.001, η2= 0.811), MANOVA revealed difference between four di-mensions AESPQ over time (Wilks Lambda =0.017, F= 134.718, 2=0.983). found be appropriate all since it satisfied needs suited learning styles. Essentially, findings reported would contribute advancing teaching, not only instructional but also promoting instructors more interested