The present study incorporates a student response system (SRS) as a means to engage students in a flipped classroom and promote active learning. While the effectiveness of such systems with regard to student learning has been well documented in disciplines that are dominated by lecture-based instruction, no studies have compared the effectiveness of SRS-integrated flipped classrooms in English language teaching contexts, as supported by the two different techniques of just-in-time teaching (JiTT) and peer instruction (PI). This study thus aims to fill this gap in the literature by examining the effects of SRS-integrated flipped classrooms on English language learners' speaking skills, willingness to communicate, and satisfaction with the flipped learning experiences. Using a quasi-experimental design, the overall results indicate that SRS-integrated flipped classrooms are capable of providing interactive learning opportunities that enhance learners' willingness to communicate, aiding their development of speaking skills and increasing their satisfaction with such learning experiences. The findings further suggest that the proposed approach has an additional advantage for motivating learners with low willingness to communicate to interact with the teacher and their peers in class activities, especially when facilitated by the PI technique.