Abstract
Developing speaking skills is a major challenge in teaching English as a foreign language. Learners often have limited classroom time and few opportunities to practice speaking. Large class sizes further reduce individual participation. This article examines the flipped classroom model as a blended learning approach for improving speaking skills and communicative competence in English language education. The study is based on a qualitative review of academic literature published between 2006 and 2021. Peer-reviewed journal articles, academic books, and research papers were analyzed to examine the theoretical foundations, instructional principles, and teaching models of the flipped classroom. The analysis focused on classical, advanced, and systemic approaches. The findings show that the flipped classroom model shifts content presentation to the pre-class stage and uses classroom time for interactive speaking activities. This approach increases speaking practice and learner participation. It also supports learner autonomy and confidence. Based on the findings, the flipped classroom model is an effective approach for improving speaking instruction in English as a foreign language classrooms.