In recent years, there has been an increasing interest in the efficiency of the lecture and flipped classroom instruction method (FCIM) on EFL students' academic passion (AP) and responsibility. Although these variables have been studied before, more studies still need to be conducted in this field. The statistical population of this study includes all language students at the University of Tabriz in the academic year 2022-2023. In the current study, 72 of 552 persons were selected using a one-stage cluster sampling method from students in term two and randomly assigned to two groups (36 persons for each group). This research is a quasi-experimental method based on the objectives and method of data collection. Two questionnaires were used in this study: AP and responsibility questionnaire. The content validity index (CVI) and content validity ratio (CVR) methods examined the content validity of the textbook course. The results showed that students' AP and responsibility in flipped classroom instruction (FCI) are significantly higher than in the lecture method. Thus, by activating learners, they can direct their thoughts and actions in a way that has a more significant impact on their motivation, AP, responsibility, and ultimately on their learning. It can be concluded that FCI is more efficient than the lecture method.