English oral communication becomes essential, especially for business English students since their future careers require a good command of English. The purposes of this study were to determine if the integration of flipped learning and three types of role-plays (i.e., scripted, semi-scripted, and non-scripted) could enhance English oral communication performance of business English students and to investigate the students' perceptions towards the approach. This quasi-experimental mixed-methods research with a two-group pre-test-post-test design was conducted with 68 fourth-year business English undergraduates at a public university in Thailand. The participants were divided into a control group (n = 38) and an experimental group (n = 30). Data were collected using the oral communication performance pre-test and post-test, a perception questionnaire, and a semi-structured interview. The findings showed that the participants' post-test mean score was higher than the pre-test mean score with statistical significance (p [less than or equal to] 0.05), which indicated that the intervention was effective in enhancing English oral communication performance of the participants. Moreover, a positive perception towards the use of the model was revealed. The findings of this study contribute to the growing body of knowledge on effective instructional approaches to develop oral communication performance of EFL business English students.