The inverted instruction (II) as a pedagogical model has recently gained more recognition and commendation and become one of the most noteworthy innovative instructional models in education, where students watch instructional videos and read assigned materials outside/before the classroom and engage in productive tasks and activities inside/during the classroom. In foreign language (FL) teaching, the II may offer great benefits for both teachers and students by providing more interactive tasks that can help to enhance learners' language skills. In this context, the researcher deployed II to explore its impact on enhancing EFL pre-service teachers' (N=88) oral performance. A pre-and post-test quasi-experimental design, with control (N=45) and experimental (N=43) groups, was utilized to achieve the purpose of the study. Quantitative data was collected, analyzed, and statistically treated using SPSS. Statistical analysis of results revealed that the experimental group participants outperformed the control group participants, and there were statistically significant differences at 0.00 level between the two groups at the end of an eight-week intervention process using II. The findings of the study also indicated that the experimental group participants developed significantly in the four measured dimensions of oral performance: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. The researcher supported her quantitative results with qualitative data collected to gain insights into the participants' perceptions of the newly used model and their reflections on II. The results revealed that the EFL pre-service teacher participants had a positive attitude towards the use of II as a constituent part of their study courses. The study also provided recommendations for II's implementation and integration into courses in other EFL teaching.
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