Mahsa Samapur - Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Mehran Davaribina - Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran

This study was an attempt to examine the effect of flipped instruction on the listening comprehension ofIranian EFL learners. Sixty male and female EFL students at intermediate level participated in this study. Theage range of the participants was between ۱۵ to ۱۸ years and they were native speakers of Azaria-Turkish.These intermediate learners were selected based on their scores on Oxford Placement Test. They were thenrandomly assigned into experimental and control groups. The listening pre-test was administered to bothgroups before the treatment period. Then flipped instruction was run in the experimental group whereas thecontrol group wasn’t exposed to any form of flipped instruction and just benefited from traditional method ofteaching. Then the listening post-test was administered. Results of independent samples t-test revealed thatthe experimental group outperformed the control group, which confirms the positive effect of flippedinstruction on listening comprehension of learners. The findings of the present study may be beneficial forteachers, students, text book developer and administrators

EFL Learners, Flipped Learning, Listening Skill.