This research employed microlearning and flipped teaching approach, both together and separately, to examine EFL learners' grammar achievement and motivation. The design of this study was quasi-experimental by employing three intact classrooms as experimental groups (i.e. microlearning, flipped learning, and microflipped learning) and one intact classroom as a control group (N = 25 for each group). The data was collected through pretest and post-test that were administered to experimental and control groups, as well as motivated strategies for learning questionnaire (MSLQ) that was filled by the participants from experimental groups. The results showed that microlearning, flipped learning, and flipped learning approaches could help EFL learners to achieve significantly higher grammar skill. Besides, it was depicted that EFL learners revealed higher motivation in experimental groups for learning when compared with the control group. At the end of this study, the researchers provided recommendations on how to use flipped learning and microlearning methods, both together and separately. Findings suggest that the use of microlearning, flipped, and microflipped teaching/learning can be considered as an alternative model of teaching, as opposed to the traditional method, to motivate EFL students to better learning.