This study explores the effectiveness of the flipped classroom approach in enhancing B2-level listening comprehension and speaking proficiency among students in English as a Foreign Language (EFL) higher education contexts. Despite prolonged exposure to traditional instruction, many learners struggle with understanding authentic spoken input and expressing themselves fluently. To address these challenges, this research adopts a mixed-methods design involving experimental and control groups. The experimental group engaged with pre-class audiovisual materials and participated in interactive in-class activities, while the control group followed conventional teaching methods. Data collected from pre- and post-tests, classroom observations, and student feedback revealed significant improvements in the experimental group, particularly in listening accuracy, fluency, and discourse management. Additionally, students reported increased motivation, engagement, and confidence. The findings suggest that the flipped classroom model fosters a more dynamic, learner-centered environment that enhances communicative competence. The study recommends integrating structured pre-class preparation and interactive classroom practices to improve language learning outcomes in EFL higher education.