The main purpose of this study was to investigate the effect of discourse markers instruction through the flipped model on Iraqi EFL learners' writing performance. To achieve this end, 90 advanced EFL learners were selected and assigned into three groups; two as the experimental and one as the control group. The homogeneity of the participants was checked and the normality of the data was calculated. Data analysis revealed that teaching discourse markers significantly affected learners' knowledge of discourse markers. However, there was no significant effect of teaching discourse markers on advanced Iraqi EFL learners' overall writing ability. The results of the interview showed that using flipped model increased learners' confidence and developed positive attitudes towards flipped classes. Finally, some of the challenges and the problems of the study were stated by the interviewees. The findings of the present study can be fruitful for practitioners the field of EFL teaching in general, and for those who plan to hold flipped classes in particular.