SUMMARY
This study investigated the effectiveness of the hybrid-flipped classroom model in improving English-as-a-Foreign-Language (EFL) learners’ argumentative writing skill. Also, it evaluated the model as a means of learning argumentative writing skill. To these ends, the sample of 50 EFL learners from a language institute were selected after taking a language placement test and were assigned to control (conventional) and experimental (hybrid-flipped) groups. To collect the data, pretest and posttest argumentative essays as well as semistructured interviews were used. ANCOVA on the writing scores in the prestest and posttest phase showed that using the hybrid-flipped instruction had a significant effect on the learners’ argumentative writing performance. Moreover, thematic analysis on the qualitative interview data revealed several benefits of hybrid-flipped method such as learner-teacher and learner to learner interaction, increased learners’ responsibility, easy makeup for learners’ absence, and teacher assistance. The findings suggest the applicability of hybrid-flipped method for teaching L2 writing.