This study investigated the effectiveness of two technology-enhanced models of the flipped classroom, discussion-oriented and role-reversal, on English language learners' expository writing skills and evaluated the proposed models as a means of teaching/learning writing skills. To these ends, a quasi-experimental design with three intact classes, one control (non-flipped group with 17 EFL learners) and two experimental (discussion-oriented group with 19 and role-reversal group with 24 EFL learners), was adopted. Pre and posttest essays were used to see the effectiveness of the two models, which used two digital apps. In addition, a researcher-made questionnaire and a semi-structured interview were utilized to evaluate the models with regard to writing skills. An analysis of covariance uncovered that the discussion-oriented and role-reversal flipped classrooms were more effective than the non-flipped ones. Also, the role-reversal group outperformed the discussion-oriented group in the writing gains in the posttest expository essays. Subsequent analyses demonstrated the positive perceptions and experiences about the flipped classrooms, revealing four themes of teacher support, personal feeling, peer support, and activities within and outside the classroom. This paper concludes with a call for technology integration in writing courses and more investigation into this promising technology-based pedagogy across different language skills.