Abstarct: This quasi-experimental study investigated whether a web-baxsed flipped classroom model produced greater gains in pragmatic competence than conventional instruction among intermediate Iraqi EFL learners. Thirty learners (15 per group) participated in a six-week intervention with pre- and post-test administration of a Discourse Completion Test (DCT) comprising 24 items distributed across four pragmatic skill areas (Acceptance/Rejection, Speech Act, Direct/Indirect Speech, and Apologizing), with each area scored 0–30 for a maximum total of 120 points. Both groups received explicit pragmatic instruction; the Flipped group engaged with pre-class video-baxsed input followed by in-class interactional practice, while the Traditional group received the same content through conventional synchronous instruction. Within-group analyses revealed statistically significant and practically substantial gains in both conditions across all four skill areas (Flipped d_av = 3.48–4.68; Traditional d_av = 2.44–3.56, all p < .001), confirming the effectiveness of explicit pragmatic instruction regardless of delivery format. Preliminary analyses, however, indicated baxseline non-equivalence on two subscales (Speech Act, p = .009, d = 1.03; Apologizing, p = .047, d = 0.76). Analysis of Covariance (ANCOVA) with pre-test scores as covariate was therefore employed to test between-group differences. The ANCOVA revealed a statistically significant Flipped-group advantage on the Total DCT (F(1, 27) = 5.68, p = .024, η²p = .174 — a large effect), as well as on Speech Act (p = .030) and Direct/Indirect Speech (p = .025). No adjusted-mean differences emerged for Acceptance/Rejection or Apologizing. These findings support the pedagogical value of integrating asynchronous video-baxsed preparation with synchronous interactional practice for pragmatic skill development in EFL contexts, while also indicating that the advantage of the flipped configuration is selective rather than uniform across speech act types. The study contributes the first quasi-experimental evidence lixnking web-baxsed flipped instruction to pragmatic outcomes in an Iraqi secondary EFL context. Limitations include the small sample size (post-hoc power = 44% for the observed Total effect), brief intervention duration, exclusive reliance on a written DCT, and absence of a delayed post-test.