Abstract :

Teaching English Language speaking skill is considered as one of the main problems face the Chinese Learners of English Language CLELs compared with writing, reading, and listening skills. One of the suggested solutions was applying action research by following Flipped Classroom Model in teaching speaking skill. An empirical study was conducted on 140 samples of CLELs in Foreign Languages College using pre-test, post-test, and a questionnaire before and after the experiment. Findings show that students of experimental groups achieved more progress than students of control groups in their presentations using target-like expressions in the main elements and structure of their presentations. The findings also show that the experimental groups had fewer mistakes than the control groups and used their body language and contact eyes in an effective way. It is suggested to apply Flipped Classroom Model in teaching speaking skill in the context of CLELs.