The learning process of writing has become more difficult and problematic for students due to the lack of supporting tools for further practice to have better improvement in writing. It is therefore necessary for both the teacher and students to have a teaching and learning tool to interact to each other and also to fulfill the lack of social media support for writing learning, which produces some drawbacks, particularly less advancements in writing skill. In this context, online peer feedback by Skype would be a notable measure to solve the gap because it is a method to develop as well as facilitate learners’ writing performance. This study will explore EFL learner’s perspective on the effectiveness of providing and receiving online peer feedback via Skype to improve their writing skill. The methodology in this research employs quantitative research method. Quantitative data was collected based on pretest, posttest, a questionnaire survey, an interview and note-sheets from 74 participants in the experimental group. The findings from the study indicated that online peer feedback affected participants to have better writing performance. Additionally, participants made more improvement to provide high quality feedback by reenforcing knowledge in writing skill. Using Skype is considered as a tool for the learning and teaching process in writing, the advantages of Skype utilization through teaching and learning writing were also emphasized. The questionnaire survey included 10 questions of total to ask the participants about their opinions about the impacts that Skype broughtto improve writing skill. The interview and note-sheets were also used to explore the views of participants about the difference between online peer feedback by Skype and other forms and also what factors affected them in this learning process.