Abstract
Purpose - The research aims to determine whether there is a significant difference between undergraduate students in EFL speaking classes who implement the flipped classroom model and those who do not.
 Design/methodology/approach - The research was quantitative and classified as a quasi-experimental design. The data was taken from the scores of undergraduate students’ English speaking pre-test post-test and observation field notes. The test focused on the undergraduate students’ speaking performance and assessed using a speaking rubric. The data of both groups were analysed using an independent sample t-test.
 Findings/result - The experimental group’s post-test mean score (70.451) was higher than the control group (66.625). It could be assumed that there is a significant difference between the EFL undergraduate students’ speaking skills in the experimental and control groups.
 Originality/value - The flipped classroom model implementation offers an effective classroom model for EFL undergraduate students in improving their speaking skills.
 Paper type - Research paper
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