This paper describes a structured attempt to integrate the flipped classroom pedagogical model into language classrooms. The purpose of this study is to examine the possible impacts of flipped classroom strategies on Korean language learners' academic performance, specifically their listening and speaking abilities. Adopting a quasi-experimental design, two different formats for flip teaching were developed in this study. The results indicate that the flipped classroom was a more effective instructional design than the non-flipped classroom in both academic outcomes and the development of listening and speaking abilities. Given the positive results, this paper concludes with a call for more research into this promising pedagogy to contribute to its knowledge base across disciplines.