Flipped learning is a pedagogical strategy that shifts direct instruction from the group learning environment to the individual learning space (Bergman and Sams, 2012). The instructor fosters student-driven application of concepts and creativity in the subject matter, transforming the classroom into a dynamic, interactive learning environment. Videos are used to introduce new material to the class, after which they participate in discussions, assignments, projects, and activities. This research aims to look at how university students may learn English orally by using the flipped learning strategy as opposed to the traditional one. To carry out the study, the researcher relied on the semi-experimental method. The population of study consists of 144 students, including 50 students. The sample consists of all first-grade students enrolled in the Math Department at the College of Computer Science and Math at Tikrit University who took part in the investigation during the second semester of the 2024–2025 academic year. The students were split up into two different groups: experimental (25 students) those who were instructed by using the flipped learning strategy, and control (25 students) those who were instructed in using the traditional method. The test were given pre-posttests. Findings from the research demonstrated that the flipped learning strategy, which emphasizes student self-learning and makes it the primary focus of instruction, had a discernible impact on the persistence of the influence of prior learning and its implementation in the academic setting. Therefore, this may help the students in the experimental group become more proficient in oral English.