Journal of English language Teaching and Learning University of Tabriz Volume 12, Issue 25, (Spring & Summer 2020) On the Effect of Flipped Classroom on Learners’ Achievement, Autonomy, Motivation and WTC: Investigating Learning and Learner Variables* Mahboobeh Khosravani** PhD Candidate in TEFL, Department of English Language, Chabahar Maritime University, Chabahar, Iran Hooshang Khoshsima*** (Corresponding Author) Associate Professor in TEFL, Department of English Language, Chabahar Maritime University, Chabahar, Iran Amir Mohamadian**** Assistant professor, Department of English Language, Chabahar Maritime University, Chabahar, Iran Abstract Pitfalls inherent in traditional approaches and methods and movement into post- method frameworks and reaping the benefits of technological advancements gave birth to flipped instruction as a newly emerged practice of teaching. A robust literature has submitted proofs on the merits of this practice in language learning. Availing an innovatory perspective, the current research was an attempt to investigate the effect of this practice on a number of learning and learner related variables in Iranian intermediate language learners. To this aim 39 learners were selected through convenience sampling, and after removing outliers, 29 learners were randomly assigned to control (N=14) and experimental (N=15) groups. For each variable, a valid instrument was selected or adopted from the literature and modified for the purpose of the study. Then, employing a post-test-only control-group design, their performance on the post-test was measured and analyzed through one-way analysis of variance. The outputs revealed a statistically significant difference between groups in achievement (F (1, 27) = 9.627, p = .004) and autonomy (F (1, 27) = 8.308, p = .008) while indicating no significant effect on motivation and willingness to communicate, though motivation was promoted to a small extent. Some of these findings are in line with major currents of research in the literature but others stand in sharp contrast. Further investigation is required to examine into the nature of these findings through qualitative perspectives, interviews and open-ended questionnaires. These findings have implication for educational researchers, language teachers, language learners and applied linguists. Keywords: Achievement, Autonomy, Flipped classroom, Motivation, WTC * Received date: 2019/12/28 Accepted date: 2020/05/08 ** E-mail: Khosravani7@gmail.com ***E-mail: Khoshsima2002@yahoo.com ****E-mail: amir.mohamadian@cmu.ac.ir