This article reports on a study which employed a flipped classroom strategy to increase the amount of peer dialogue among a group of Iranian EFL learners. The flipped strategy used in this study required the students to study some online materials provided for students via a social network called Telegram. Before attending the class, the participants watched videos related to the topic of each lesson, studied online texts that included the bolded vocabulary, and listened to audio clips related to the focus of every session's discussion. The analysis of audio-recordings of peer collaborative talk indicated that the flipped strategy, as compared to the traditional teaching, significantly increased collaborative peer dialogue among the learners. Finally, implications of the study for language teachers and researchers interested in this area of inquiry are discussed.