This study was an attempt to examine the effect of using the flipped model for teaching Iraqi EFL learners grammar and reading comprehension. For this purpose, 100 intermediate male and female EFL learners at the English department, University of Kufa, were randomly assigned to experimental and control groups. In addition, the study aimed to find out if differences between male and female learners affected their performance when the flipped model was in use. The results indicated that the flipped model significantly affected the performance of Iraqi EFL learners in using grammatical English and comprehending English texts. The finding further revealed that there was a significant difference between male and female learners regarding their reading comprehension performance skill. Finally, no difference was detected between the genders as far as learning grammar was concerned. This study has implications for EFL teachers and material designers regarding the use of technology-oriented techniques like flipped classroom model.

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