Today flipped instruction is highly precious in EFL teaching since it provides autonomous learning and more collaboration through technology. Since speaking is the most demanding skill for EFL learners, investigating the effects of flipped instruction on EFL learners’ speaking is still a nascent area for empirical research which is the aim of the current study. Teachers and researchers try to find new strategies and methodologies of teaching to help learners learn this laborious skill, especially in the EFL context more convenient. To achieve this goal, flipped instruction made the way easier by applying technology and inverting face-to-face and online classes. The current study was an effort to investigate the effect of flipped instruction on Iranian EFL speaking skills development. To this end, 60 Iranian EFL university students were allocated into two experimental and control groups. A pre-test/post-test design was used to elicit the required data. The outstanding results were found after flipped instruction from the experimental group while there was not any significant difference in the post-test of the control group with traditional instruction. This study represents learners' speaking improvements through flipped instruction for being prepared before in-person classes by watching uploaded videos. Also, it provides recommendations and implications for future practice. Manuscript profile