الفهرس 
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Abstract
This study aimed at investigating the effect of using a proposed flipped learning approach-based training program in promoting the in-service teachers’ EFL teaching skills. To achieve this aim, two instruments were used: 1. An achievement test: to measure the in-service teachers’ EFL teaching knowledge before and after the experiment. 2. Observation checklist: to measure the EFL in-service teachers’ teaching performance after the treatment.. The study adopted the quasi-experimental design. The participants of the study consisted of 48 in-service teachers, Temai Al-Ameed Educational Zone, Al-Dakahlia. The participants were assigned into two groups; experimental and control groups. The results indicated that there were significant differences between the mean score of the post administration of the two groups in favor of the experimental group. In addition, there were significant differences between the mean score of the pre and post administrations of the experimental group in favor of the post one. The present study provided evidence that using a proposed flipped learning approach-based training program was effective in promoting the in-service teachers’ EFL teaching skills. The study recommended using the proposed flipped learning approach-based training program in developing the in-service teachers’ EFL teaching skills and other language skills.