<![CDATA[The flipped classroom method, a learner-centered approach, holds potential benefits for EFL instruction. This study aims to evaluate the effectiveness of the flipped classroom approach in improving EFL learning outcomes among Iranian undergraduate students. Participants included 120 undergraduate EFL learners from an institute in Isfahan. In a mixed-methods approach, students were randomly divided into experimental and control groups. The experimental group received instruction through the flipped classroom method, while the control group received traditional classroom instruction. Pre- and post-tests were administered to assess the participants' English language reading comprehension, grammar, and vocabulary knowledge. In addition, a thematic analysis was conducted on the students' responses from in-depth interviews to identify and explore emerging patterns and themes within the data. Paired samples t-test was used to analyze the data. The experimental group demonstrated significantly higher scores on the post-test compared to the control group, indicating that implementing the flipped classroom method in Iranian EFL classrooms has the potential to enhance learning outcomes and motivate students. This study provides evidence for the effectiveness of the flipped classroom approach in improving EFL learning outcomes among Iranian undergraduate students. Further research could explore the applicability of this approach in diverse cultural contexts and instructional settings. By adopting innovative, learner-centered methods like the flipped classroom, educators can transform EFL education and promote student success.]]>
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