SUMMARY
This action research analyzed the effect of ePals practices on the EFL writing of Ecuadorian students. Twenty-two junior high school students were part of a correspondence exchange with American students over four months. Data collection and analysis used a mixed-method approach. Quantitative data derived from pre-and post-writing tests and qualitative data from focal participants´ interview. Results highlighted an improvement in vocabulary, grammar, and accuracy of participants. However, it was not observed a significant impact on the correct use of format and text conventions. Interviews with focal participants accounted for attitudes towards the collaboration and featured facets that made the experience valuable for participants. Outcomes recommend ePals practices in the classroom since they offer ample opportunities for skills development and intercultural learning.