The teaching and acquisition of English as a Foreign Language (EFL) in Saudi Arabia present complex pedagogical challenges influenced by sociocultural, psychological, and instructional factors. This study examines the interplay between flipped classroom strategies and language anxiety among Saudi EFL learners, emphasizing the potential of active, student-centered learning to enhance communicative competence. The research synthesizes findings from extensive literature in applied linguistics, second language acquisition, and educational technology, including studies on teaching strategies, learner autonomy, vocabulary acquisition, and oral communication proficiency. Saudi learners frequently encounter barriers such as reluctance to speak English, vocabulary limitations, and high levels of language anxiety, all of which impede effective language development (Ali et al., 2019; Alrasheedi, 2020; Alsiyat, 2021). Flipped classroom models, particularly those informed by the 5E learning cycle, provide a structured yet flexible approach to address these challenges by promoting active engagement, collaborative learning, and self-regulated study outside the traditional classroom setting (Aşıksoy & Ozdamli, 2017; Gao & Hew, 2022). This article critically evaluates both quantitative and qualitative research, integrating theoretical perspectives such as Bandura’s social learning theory, communicative language teaching frameworks, and cognitive-affective models of language learning anxiety (Bandura, 1977; Littlewood & William, 1981; Pawlak, 2018). Methodological approaches in the reviewed studies include observational analyses, surveys, structured inventories of oral communication strategies, and experimental designs assessing the impact of flipped instruction on student performance (Nakatani, 2006; Cho et al., 2021). Findings consistently indicate that implementing flipped classroom strategies can reduce anxiety, increase learner autonomy, and improve EFL achievement, although challenges persist in technological accessibility, student readiness, and the adaptation of culturally appropriate instructional content (Chaudhuri, 2020; Blair et al., 2019; Castro & Aguirre, 2020). The discussion provides an in-depth theoretical and practical analysis of the mechanisms underlying these outcomes, highlighting the importance of integrating learner-centered pedagogy with scaffolded support and reflective practice to foster sustained language development. Implications for policy, teacher training, and curriculum design are explored, offering comprehensive recommendations for optimizing EFL instruction in the Saudi context. This synthesis contributes to the growing body of knowledge on innovative teaching methodologies in linguistically and culturally complex educational environments.