Flipped education has gained much attention in the last few years in Taiwan. It was suggested that educators should consider this teaching method due to the increase in learner's productivity and information retention. This study focuses on how college students' English learning anxiety could be affected if teachers were to apply some flipped classroom teaching approaches. Three hundred and eighty college students participated in this study by taking an online or paper-and-pencil type survey. They were asked to respond to a 7-point Likert scale questionnaire. Two hypotheses and two research questions were posted. Descriptive statistics, Pearson correlation, and multiple regression were computed to determine the answers to the research questions. The findings showed that students' anxiety decreased when learning English and was positively correlated at a significant level if teachers applied some flipped classroom teaching approaches. Furthermore, students seem to be neither less likely nor actively interacting with teachers in English classes when their anxiety level was high. Also, ＂poor grade＂ was found to be the most significant cause of students' learning anxiety, followed by ＂being asked to answer the questions,＂ ＂using English to communicate,＂ ＂giving opinion on something,＂ and ＂deficiency in English ability.＂ Lastly, four teaching approaches are found favorable to decrease students' learning anxiety from students' perspective in this present study, such as take English classes outside the regular classroom, engage in group activities, interact with students more, and provide movies and/or videos for English learning. The findings of this study suggest all English educators should reconsider and reexamine the effectiveness of traditional teaching ways. The paper provides many pedagogical suggestions for effective English education from a flipped education perspective. Future research suggestions and the limitations of this study are provided in the end of this paper.