From a constructivist perspective, this study examines the effect of an integrative strategy based on incorporating flipped model of instruction and self-reflection practices on enhancing the listening comprehension and some self-regulated learning skills of Saudi lower intermediate EFL majors in the preparatory year, Imam University. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 50 learners, whose English proficiency fell within the lower intermediate level, were nominated to contribute in the study. Then the sample was divided randomly into two groups, an experimental group and control group, each of 25 participants. A listening comprehension test and Self-Regulated Learning Questionnaire were applied on both groups before and after the period of instruction, respectively. In addition the researcher used a focus group interview to support the results of the test and questionnaire. Quantitative results and qualitative findings revealed that teaching listening comprehension on the basis of the suggested integrative strategy had a significant effect on students' listening comprehension and self-regulated learning skills. Participants responded favourably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. Pedagogical implications of the results were discussed along with the impact on EFL students' listening comprehension development.