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This quasi-experimental research integrated journal writing with peer feedback in an EFL writing classroom to examine its impact on writing ability of 42 Mathayomsuksa 3 Semi-English-program students in terms of accuracy and fluency across proficiency levels. The findings revealed that all students' overall writing ability improved significantly. The middle and the low groups' writing ability improved significantly in terms of accuracy and the word count in their writing significantly increased while the high group's did not. However, no significant improvement was found in all students' production of consistent language structures and vocabulary use: an aspect of fluency. The data analysis also showed that some of their previous five most frequent problematic grammatical points in writing reduced and they produced longer writing products after the treatment. Pedagogically, the utility of journal writing with peer feedback to promote collaborative and interactive language learning and skill development in EFL writing classrooms was demonstrated.



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