Enhancing B2-Level Listening and Speaking Skills through the Flipped Classroom Approach in Higher Education

This study explores the effectiveness of the Flipped Classroom approach in enhancing B2-level students’ listening comprehension and speaking skills in higher education EFL contexts. At the B2 level, as defined by the Common European Framework of Reference for Languages, learners are expected to demonstrate independent language use, particularly in understanding extended speech and participating in spontaneous communication. However, many students face challenges due to limited interaction and traditional teacher-centered instruction. To address these issues, a quasi-experimental study was conducted with university students over a six-week period. The instructional model required students to engage with video and audio materials before class, while classroom time was dedicated to interactive activities such as discussions, role-plays, and collaborative tasks. Data were collected through pre- and post-tests, as well as speaking performance assessments. The findings revealed a significant improvement in students’ listening comprehension and speaking abilities. Learners demonstrated increased fluency, better pronunciation, and higher confidence in communication. The results suggest that the flipped classroom approach fosters active learning, promotes learner autonomy, and creates more opportunities for meaningful language practice. In conclusion, the study confirms that integrating flipped learning into EFL instruction can effectively enhance B2-level communicative skills in higher education settings.