This study aimed to investigate the impact of social media (WhatsApp) programs on Iraqi students’ writing skills. For this purpose, 60 intermediate EFL students from Babylon University of Iraq participated in this study. The participants were assigned to two equal groups (n=30). Group A had an online writing class via WhatsApp and received corrective feedback through WhatsApp, and. gGroup B had regular classroom and received corrective feedback on their writing papers. The two groups completed two writing tasks and received feedback on their task 1 and were asked to complete a new task. After completing Task 2, the participants in the online class took part in the online interview via WhatsApp program about their perception on using WhatsApp program in their writing class. The data was were then analyzed using independent samples t-tests analysis in order to answer the first research question. For the second research question, the interviews of the students were coded, categorized, analyzed, interpreted, and recorded by using quotes from the participants’ opinions. The findings indicated that there were significant differences between the performances of the two groups. It has been found that using the social media (WhatsApp) on the writing class were was more efficiently and fruitfully than regular classroom. Itwas also found that most of the students viewed WhatsApp as a fascinating means for improving their writing skills. The findings of this study suggest important implications for educational policy and practice.
