This article reports an action research that intended to study to what extent students shape their writing skill in English through the use of a virtual room. As the study, we randomly selected six ninth graders in high school from thirty two students at a Colombian private institution. Three instruments were used, namely, interviews, students' artifacts, and journals. The results indicate that the use of virtual resources enriches students' learning process and engages them to communicate and interact with their classmates through their written creations.