Many researchers point out that in the context of the digital transition, which is rapidly introducing all sectors of society, a flipped classroom is a necessary method to implement an outcome-based learning curriculum at the tertiary level to train prospective professionals who meet the needs of employers. Therefore, we believe that the basis for the successful introduction of learning is, firstly, to diagnose the student's learning style, and secondly, to determine the student's learning outcome in the 21st century based on 4Cs; being proficient communicators, creators, critical thinkers, and collaborators. This article aims to identify some of the skills that are developing more or less in each student's learning style and to recommend some of the pedagogical and learning approaches that can be suggested for the flipped classroom. To do this, 41 second-year students studying business administration at Mandakh University were identified through their learning styles with a VAK test and instructed to prepare a presentation on a given topic by three teams; V1, A1, and K1. The EFL learners’ task performance is evaluated with the criteria (information and discovery, idea design, innovation, delivering an oral presentation, engaging in conversations and discussions) on the basis of 4Cs principles as variables. According to the data, Visual learners' critical thinking, Kinesthetic learners' creativity, and Audio learners' communication skills are dominant. Overall, we expect that the need for new pedagogical approaches in English classrooms to enhance students' essential skills in the 21st century, the flipped learning approach where the direct instruction in class-time and homework are reversed, has recently received significant attention from many language teachers, educators, and researchers.