EFL Students’ Perceived Impact of The Influence of Flipped Learning on Their English Speaking Proficiency

The need to enhance English speaking proficiency among Indonesian EFL learners has led to interest in student-centered approaches like Flipped Learning (FL), which optimizes classroom time for interactive practice. While quantitative studies show FL improves speaking performance, there is a gap in understanding how students themselves perceive its impact on their speaking development. This study, therefore, aimed to qualitatively explore the perceptions of EFL students at UIN Ar-Raniry regarding the impact of the flipped learning model on their English speaking proficiency. Employing a qualitatively driven mixed-methods design, data were collected concurrently from 60 students using a Likert-scale questionnaire and from 10 purposively selected participants through in-depth semi-structured interviews. Quantitative data were analyzed descriptively via SPSS, while qualitative data underwent rigorous thematic analysis.Students predominantly perceived FL positively, reporting that pre-class preparation significantly enhanced their speaking fluency and confidence by reducing anxiety and enabling active participation. The model was also seen to foster learner autonomy and responsibility. However, these benefits were conditional on students’ self-regulation skills, as challenges in time management and independent comprehension were noted. Highly proficient learners perceived less added value from the structured model. It is concluded that EFL students view Flipped Learning as a beneficial model for speaking development, primarily through a cycle of preparation, confidence-building, and interactive practice. Its effectiveness is contingent on supporting student self-regulation and strategically applying it to complex learning topics.