Extensive research has been conducted on the effects of flipped learning on student outcomes and perceptions, however, little empirical evidence has been provided on its psycholinguistic effects, particularly in foreign language learning anxiety. This study investigated the impact of the flipped classroom method on English as a Foreign Language (EFL) students' reading anxiety, using a quasi-experimental design. Two hundred and twenty-one students were randomly assigned to experimental (111 students) and control (100 students) groups. Data was collected from pre- and post-questionnaires and focus group discussions after 7 weeks of training. We found significant differences "within" the groups after the training; but no significant differences were found "between" the groups, suggesting that both the flipped classroom and usual teaching methods were equally effective at addressing EFL student reading anxiety. However, qualitative results did clarify the pedagogical features that students perceive as instrumental in reducing their reading anxiety to enhance effective reading and preparation, foster self-determination, and diminish perceptions of the EFL classroom as an intimidating environment. The broader implications of these positive perceptions include that the flipped learning classroom model offers a fundamental advantage for subjects associated with student learning anxiety. The study implications, limitations and recommendations are outlined.