OICC Press Journal of New Trends in English Language Learning (JNTELL) 2821-2290 4 3 2025 10 19 Toward Learner Empowerment: A Flipped Classroom Approach to Enhancing Autonomy, Attitude, and Language Proficiency in Iranian General English Courses 10.57647/jntell.2025.0403.18 EN Masoomeh Alikhani English Department, Na. C., Islamic Azad University, Najafabad, Iran Hossein Vahid Dastjerdi English Department, Na. C., Islamic Azad University, Najafabad, Iran Mohammad Reza Talebinejad Hadi Salehi Omid Tabatabaei Journal Article 2025 10 19 This study investigates the impact of flipped instruction compared to traditional teaching methods on Iranian university students' language achievement, learner autonomy, and attitudes in General English courses. Grounded in constructivist and self-regulated learning theories, this quasi-experimental research involved 200 EFL learners at Islamic Azad University. Participants were assigned to either an experimental group (flipped classroom) or a control group (traditional lecture-based instruction). Pre- and post-tests were administered using standardized measures: a General English achievement test, a learner autonomy scale, and an attitude questionnaire. Data were analyzed using independent-sample t-tests and paired-sample t-tests. The findings revealed statistically significant improvements in the flipped classroom group across all three domains: language achievement, learner autonomy, and learner attitudes. These results confirm the effectiveness of the flipped classroom model in fostering learner-centered practices and enhancing educational outcomes in EFL settings. The study's implications are significant for instructors, curriculum designers, educational administrators, and policymakers. Language teachers can adopt flipped strategies to cultivate learner independence and engagement. Curriculum designers should consider integrating video-based content and collaborative activities. Institutions need to invest in technological infrastructure and faculty training, while policymakers should support instructional models prioritizing learner agency and 21st-century competencies. Overall, the flipped classroom emerges as a holistic pedagogical innovation with substantial academic and developmental benefits, offering a pathway toward greater learner empowerment in Iranian higher education.