The thriving technology penetration in all aspects of today's life and deficiency of traditional pedagogies necessitate wise adoption of modern approaches in the educational context. As a few studies concerned the simultaneous application of classical educational theories with modern technological pedagogy, the present researchers launched General English (GE) courses enjoying the consolidation of Brain-Based Computer-Assisted-Language-Learning (BBCALL) and Flipped-Model (FM) with the aid of the Learning Management System (LMS) for fourteen 150-min sessions to explore their impact on vocabulary learning and reading comprehension (RC). In this pre/post-test experimental study, conducted in coeducational GE courses of a state university, 61 homogenous non-English major bachelors, selected via the convenience-sampling technique and screened by standard RC and GE-VOC tests, participated. Articulate Storyline software was used to develop intentional instructional content according to 12 BBL principles. BBCALL was the common aspect and in-class content attainment of non-flipped versus in-class content engagement and formative quizzes of flipped courses were the distinguishing features of the applied treatments. The statistical analyses of this action research demonstrated significantly meaningful outperformance of flipped BBCALL participants in vocabulary learning (sig=0.001) and RC (sig=0.033). To enhance results interpretation precision, gender was considered in groups' differences. Although females in flipped course meaningfully outperformed on RC, male partakers of flipped course experienced the most meaningful improvement in VOC learning. Additionally, low-proficient learners benefited the most from such a self-paced and learner-centered education. The findings suggest that flexible instructional materials and effective tech integration could facilitate the improvement of higher-order thinking, creative problem-solving, and scaffolding.