A number of writing techniques have been employed in teaching writing in both ESL and EFL writing classrooms in order to improve students' writing ability as well as to promote their positive attitudes toward writing skill. Journal writing with peer feedback was presented as one of those in the present study. After the use of this writing technique for 8 weeks, the responses to the questionnaire on the attitudes of 42 Mathayom Suksa 3 (Grade 9) Semi-English Program students at a secondary school in the south of Thailand were quantitatively analyzed. Apart from the increase of the students' writing ability, the findings revealed that the students had positive attitudes toward both journal writing and peer feedback. This pedagogically spotlights a great start to employ this writing technique to cultivate collaborative learning and student-centred learning in the EFL context, particularly in the Asian academic writing setting.

Abstract-The current trend of teaching English in this century is toward authentic and formative assessment. The present study, therefore, pedagogically raises teachers' awareness of an integration of the writing rubric as an authentic and formative assessment into the EFL writing class in order to create the collaborative and interactive learning atmosphere in learning to write in English. According to the findings, the students showed positive attitudes toward the writing rubric. The role of the writing rubric changed the EFL writing class which was a grammar-based teaching to a six-trait development to improve the students' writing process and products. Through the writing rubric experience, the students' perspective on assessment was positively geared to formative assessment, an assessment that facilitated language learning and development rather than merely evaluated their final products and performance as summative assessment.

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