Abstract
This research investigated the Flipped Classroom Model (FCM) in enhancing Saudi EFL learners' English pronunciation. The explanatory sequential design with data collection occurring in two phases was used. The first phase includes a pre-test andapost-test of oral pronunciation, while the second phase includes a focus group interview with the students. The research population included all third-grade high school students in Jeddah who study in the boys' high schools affiliated to the Ministry of Education. Furthermore, the sample included all EFL learners at Ibn Hajer Al-Asqalani high school; 62 students who were divided into two groups: a control group and an experimental group, with the same number of participants. The results reflected the effectiveness of the FCM in enhancing Saudi EFL learners' English pronunciation. Moreover, it was found that the FCM increased learners' motivation, autonomy, and provided learning flexibility. The researcher recommended encouraging teachers to use the FCM to teach Saudi EFL learners' English pronunciation.
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