This study investigated the contributions of flipped and blended teaching to EFL learners' pragmatic awareness. The participants were 90 Iranian intermediate female EFL learners in six intact classes divided into three 30-member groups each comprising two classes (i.e., two experimental and one control group). A Preliminary English Test (PET) was administered to assure language proficiency homogeneity. Next, the three groups received a discourse completion test (DCT) before instruction in flipped and blended modes for the experimental groups and conventional instruction for the control group. After treatment, the posttest of DCT was administered. Moreover, 20 students took part in semi-structured interviews. The results of One-way ANOVA revealed that flipped and blended instruction significantly improved participants' pragmatic awareness. The analysis of interview responses indicated that both groups held positive attitudes towards using flipped and blended instruction. EFL teachers may decide to implement flipped and blended instruction to enhance EFL learners' pragmatic awareness.