<p>The flipped classroom model (FCM) has emerged as an increasingly adopted educational approach in recent years. However, despite its growing recognition, research on its use in EFL contexts remains limited, particularly in Algerian higher education. The current study aims to examine differences in engagement, interaction, and motivation among third-year EFL learners at Jijel University under both the traditional teaching method and the FCM. The study involved 196 students across eight groups who studied the linguistics course over an academic year, following two distinct instructional approaches: a traditional teaching approach in the first semester and the FCM in the second semester. A mixed-method approach was adopted. Classroom observation was used to examine differences in engagement, interaction, and motivation across the two instructional conditions. However, although the study involved 196 students, inferential analyses were performed on group-level aggregated scores based on eight paired groups, which constituted the unit of analysis. Semi-structured interviews were conducted to explore students’ perceptions of the FCM. The findings indicate higher researcher-observed scores for engagement, interaction, and motivation under the FCM condition. Additionally, students reported positive perceptions of this approach, highlighting increased motivation, better preparation, more meaningful interaction, and greater opportunities for collaboration. This study contributes to the growing body of research on flipped learning in EFL contexts and provides insights into learners’ engagement, interaction, and motivation across traditional and flipped instructional settings in Algerian universities.</p>