With the invention of new technologies,issues and studies concerning how the emerging technologies can be applied into educational settings to facilitate language teaching and learning have gained its prominence.While a plethora of studies have supported the application of technologies to language education,there has been little research into the effects of mobile-assisted language learning and flipped learning on EFL learners' oral proficiency.In view of this,the current study attempted to examine the impact of an online learning community in a flipped classroom,specifically via mobile platforms,on EFL learners' oral proficiency and their perceptions of the social as well as interpersonal communication in a flipped instruction.The subjects of this empirical study were 50 English-majored sophomores enrolled in two required oral training classes at a four-year comprehensive university in central Taiwan.Dual sources of data collection were used to analyze quantitative data,including pre-and post-tests on oral reading and comprehension questions,and a "Community of Inquiry"(CoI)questionnaire.The results revealed that the online learning community in a flipped instruction created a learning setting that not only supported social and interpersonal communication and collaboration but also significantly enhanced the participants' oral proficiency,making them more competent and motivated in highly interactive learning activities,such as online or in-class interaction,collaboration,and discussion.