الفهرس 
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Abstract
This study examined the effect of using the flipped learning approach on developing the EFL speaking skills and self-efficacy. A quasi-experiment design was conducted with two groups of second year preparatory stage students at Mansoura College International schools in Egypt in the second term of the school year (2017-2018). During the 10-weeks experiment, the experimental group (n=27) received flipped instruction on grammatical and lexical knowledge via Office 365 applications and spent class time to do constructive speaking activities to practice EFL speaking skills based on the knowledge learned online. Meanwhile, the control group (n=27) was taught with face-to-face instruction and required to do question-and-answer drills in the textbook as speaking activities. A pre-post EFL oral Speaking Skills Test was designed and validated to assess students’ speaking skills before and after the experimental treatment. A Speaking Self-Efficacy Scale was used to assess the level of students’ self-efficacy related to their performance in the speaking activities before and after the experiment. Results of the study showed that the experimental group outperformed the control group on both instruments (EFL Speaking Skills Test and Speaking Self-efficacy Scale) of the study. Thus, the proposed flipped learning approach proved to be effective in improving preparatory stage students’ EFL speaking skills and enhancing their speaking self-efficacy. The findings of this study may provide useful knowledge for other researchers who are interested in EFL teaching innovation or teachers who seek effective speaking teaching methods.