en Educational Psychology پژوهشي Original <p data-end="685" data-start="464" style="text-align: justify;"><span style="font-size:14px;"><span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="color:#669933;"><strong>Objective: </strong>This study aimed to examine the effects and relative impact of flipped and micro-flipped instruction on the autonomy of Iranian EFL learners.<br> <strong data-end="358" data-start="346">Methods: </strong>A total of 63 female learners from a language institute were selected through the Oxford Placement Test (OPT) and divided into three groups: one control group and two experimental groups. All participants completed an autonomy questionnaire prior to the intervention. The first experimental group received advanced flipped instruction, the second received micro-flipped instruction, and the control group was taught through traditional lecture-based methods. After the instructional period, the autonomy questionnaire was administered again. The collected data were analyzed using analysis of covariance (ANCOVA) to compare post-test autonomy scores while controlling for pre-test differences.<br> <strong data-end="1068" data-start="1056">Results: </strong>The results revealed no significant difference in learners&rsquo; autonomy among the three groups at the pre-test stage. However, significant differences emerged in the post-test. Pairwise comparisons indicated that micro-flipped instruction was more effective than both flipped and traditional instruction in enhancing learner autonomy. Additionally, flipped instruction led to higher autonomy levels than the traditional lecture-based approach.<br> <strong data-end="1528" data-start="1513">Conclusion: </strong>Both flipped and micro-flipped instructional approaches positively influenced EFL learners&rsquo; autonomy, with micro-flipped instruction showing the greatest impact. These findings highlight the pedagogical potential of incorporating technology-supported, student-centered teaching models to promote learner autonomy in language classrooms. The results also encourage language educators and curriculum developers to reconsider traditional teaching methods and design more autonomy-supportive learning environments.</span></span></span></span></p> Autonomy, Flipped Instruction, Micro-flipped Instruction 0 0 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-480-1&slc_lang=en&sid=1 Verisheh Shakeri verisheh.shakeri@iau.ac.ir 0009-0000-1299-1786 No Department of English Language Teaching, Ta. C., Islamic Azad University, Tabriz, Iran Mahnaz Saeidi mnsaeidi@yahoo.ca 0000-0002-1034-9404 Yes Department of English Language Teaching, Ta. C., Islamic Azad University, Tabriz, Iran Nasrin Hadidi Tamjidi Hadidi.nasrin@gmail.com 0000-0002-0502-8964 No Department of English Language Teaching, Ta. C., Islamic Azad University, Tabriz, Iran