The mastery of business English oral presentation is not only acknowledged as significantly crucial but also recognized as one of the most formidable barriers in business communication for English as a foreign language (EFL) learners. To address this challenge, EFL instructors have been endeavoring to devise effective pedagogical approaches to reduce speaking anxiety, and one potential approach is the flipped classroom instructional model (FCIM). This conventional flip method harnesses diverse advanced technologies to rearrange classroom hours, dedicating valuable in-person time to reinforce comprehension and facilitate advanced learning experiences. It empowers students to collaborate and actively engage in critical thinking and problem-solving activities. While conventional flip instruction (CFI) has shown effectiveness in various cases, EFL educators often express skepticism on its long-term affordance and applicability for specific contexts and specialized subjects and seek alternative pedagogical approaches. Therefore, this study aims to investigate the effects of FCIMs on EFL learners' business English oral presentation, anxiety, emotions, and engagement. The participants of this study (N = 85) were divided into three groups. The participants (N = 27) in the control group (CG) received a traditional lecture-based intervention. The participants (N = 28) in the first experimental group (EG1) underwent a conventional flip instruction (CFI), and the remaining participants (N = 30) in the second experiment group (EG2) were assigned to the in-class flip instruction (IFI) group. This study employed a quasi-experimental mixed method design to enhance the validity, richness, and depth of the research. The findings revealed that the students in the CFI and IFI classrooms outperformed their counterparts in the traditional classroom. However, a closer examination unveiled a fascinating twist--IFI students exhibited the lowest levels of anxiety and the highest levels of participation and satisfaction throughout their learning journey. The design, implementation, and implications of the FCIMs are described and the outcomes of this study offer insights and lay the groundwork for future relevant research into this pedagogical approach. In light of these findings, this paper concludes by urging further relevant research into this promising pedagogy to enrich its knowledge foundation across diverse disciplines.