OICC Press Journal of Education Experiences 3060-6535 7 2 2025 04 12 Fostering Iranian EFL Learners ‘Autonomy and Self-regulation through Flipped Classroom Model 1 22 10.71922/JEE.2025.1126571 EN Mohammad Javad Riasati Shiraz Azad University Marzieh Rezaei Khatouni Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran Fatemeh Bahjat English department, Azad university, Shiraz, Iran Journal Article 2025 04 12 The flipped classroom model (FCM) as an educational model has become increasingly popular in line with the development of more learner-centered approaches to learning. It enables learners to study in their locations far from the educational settings by using online tools and facilities. While the concept and practice have existed for more than 15 years, there has been little attempt to examine flipped instruction on Iranian learners’ autonomy and self-regulation in EFL context. To bridge the literature gap, this study examined whether flipped instruction plays any role in Iranian EFL learners’ autonomy and self-regulation or not. A pre-test, post-test design was used on 60 Iranian students at the university after assigning them into two groups of control and experimental. Also, the related questionnaires were administered before the study as a pre-test and after the instruction as a post-test. The results showed the significant differences in experimental group after flipped instruction. The outcomes of this research would be applicable for teachers to adopt the same pedagogical design in their classrooms to motivate the students to engage more in their own learning.