The aim of this study is to investigate the implementation of flipped classroom techniques for English grammar and speaking skills among the first-year English language and literature students in three Uzbek universities: Navoiy Pedagogical University, Samarkand State Institute of Foreign Languages, and Uzbekistan State World Languages University in Tashkent. There were 166 participating students who were divided into two groups: 83 experimental, who received flipped grammar instruction with interactive speaking practice, and 83 controls, who received normal teacher-facilitated instruction. Interviews, pre- and post-speaking tests, and classroom observation were utilized to test the intervention effect. The results showed that the experimental group gained significantly in speaking proficiency with an average gain of 16.25%. The results suggest that flipped grammar instruction with interactive speaking activities can enhance students' speaking proficiency.