This study aimed to investigate the effect of flipped classroom instruction on the reading comprehension skills of Iranian EFL learners, with particular attention to Ambiguity Tolerance (AT) and Academic Satisfaction (AS). In the flipped classroom approach, content was delivered outside of class, allowing classroom time to be devoted to interactive and student-centered activities. The research employed a quasi-experimental design involving 60 intermediate EFL learners, who were randomly divided into an experimental group (flipped) and a control group (traditional). Pre- and post-tests were administered, using the Second Language Tolerance of Ambiguity Scale (SLTAS) and an Academic Satisfaction Questionnaire (ASQ), to assess changes in AT, reading performance, and AS. The findings indicated that the flipped teaching model significantly enhanced participants’ AT, academic achievement, and AS compared to traditional instruction. Thematic analysis of semi-structured interviews also supported these results. The results highlighted that learners in the flipped group experienced greater autonomy, reduced anxiety, improved peer collaboration, and increased engagement with reading comprehension tasks. These findings suggested that the flipped teaching model offered a more effective and supportive environment for EFL learners. The study also has implications for teachers and curriculum designers and emphasized the potential of flipped instruction in promoting both cognitive and affective gains in language education.
Haghighatjou et al. (2025) studied this question.