The use of the Flipped Classroom model in teaching English has gained considerable traction, particularly in the context of Industry 4.0, with a growing body of research examining its effectiveness. This study was designed to explore the effectiveness of the Flipped Classroom approach on students' listening skills. A total of 37 participants were recruited through convenience sampling and divided into two groups: an experimental group (N=18) and a control group (N=19). The experimental group was taught using the Flipped Classroom method, while the control group received traditional instruction for the same listening course. Data were collected through pre-tests and post-tests, and analyzed using T-tests to determine any significant differences in listening performance between the two groups. The results indicated that the experimental group demonstrated significantly higher performance on the listening test compared to the control group. These findings have important pedagogical implications for the use of the Flipped Classroom model in language education. [For the complete proceedings, see ED672804.]