<p>The present study sought to examine the effectiveness of employing the flipped classroom strategy in science instruction for EFL (English as a foreign language) students with a particular focus on its role in enhancing their communication skills. A quasi-experimental design was employed, and the study sample consisted of (40) female students distributed into two classes who were intentionally selected from the eighth-grade classes. One of these classes was randomly assigned to be a control class consisting of (20) female students who were taught using the traditional method, and the other to be an experimental class consisting of (20) female students who were taught using the flipped classroom strategy. To achieve the study’s objective, an observation card was constructed to assess communication skills. The results revealed statistically significant differences in the post-measurement of communication skills according to the teaching method in favor of the experimental group. Regarding the sub-skills, the effect size on the linguistic communication skill came in first place and reached (51.4%), followed by the skill of the art of listening (39.8%), and in last place the skill of the art of dialogue (26.1%). Overall, these findings indicate that the flipped classroom strategy contributed to improving the communication skills of EFL students.</p>