<![CDATA[This study examines differences in students’ reading and speaking abilities based on instructional conditions and visual, auditory, and kinesthetic learning styles. It involved 350 students, comprising 174 students from SMAN 19 Surabaya who participated in a flipped classroom supported by microlearning videos and 176 students from SMAN 20 Surabaya who received conventional lecture-based instruction. Data were analyzed using Multivariate Analysis of Variance (MANOVA) to examine the effects of instructional conditions, learning styles, and their interaction. The mean reading scores were 77.66 and 66.79 for the flipped classroom and lecture-based groups, respectively, while the mean speaking scores were 77.80 and 65.46, respectively. These results indicate descriptive mean differences of 10.87 points in reading and 12.34 points in speaking. The findings suggest statistically significant multivariate differences associated with instructional conditions, learning styles, and their interaction. However, these results require verification against the original statistical output. An important limitation is that each instructional condition was implemented in only one school, making it difficult to distinguish instructional effects from school-level differences. Nevertheless, the findings highlight the potential of microlearning video-supported flipped classrooms to enhance students’ reading and speaking skills through independent learning, discussion, and communicative practice. Future research should involve multiple schools for each instructional condition and account for student clustering to establish stronger empirical evidence for effective English language teaching.]]>
