The study investigated the role of peer feedback skills training in improving students' writing skills. To achieve this objective, data were collected using a quasi-experiment design. The participants were 11th grade students, selected into two groups through simple random sampling. One group served as the experimental group and received instruction with the assistance of peer feedback, while the second group served as the control group and continued with the usual method of instruction. Both groups received sixteen hours of instruction over a period of five weeks. Pre-tests and post-tests were administered to both groups. The data were analyzed using independent sampling t-tests and multivariate analysis. While there was no significant difference in the pre-test results, the post-test results showed a significant difference between the two groups. The findings of this study indicate that students who received peer feedback skills training demonstrated improved overall writing skills compared to those who were taught in a traditional manner.