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 examined the students' perceptions on the effectiveness of the model as a means of learning argumentative writing skill. To these ends, a sample of 50 EFL learners from a language institute was selected after taking a language placement test, and the learners were assigned to control (conventional) and experimental (hybrid-flipped) groups. To collect the data, pretest and posttest argumentative essays as well as semi-structured interviews were used. ANCOVA on the writing scores in the pretest 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 the 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 effectiveness of hybrid-flipped method for teaching L2 writing.