The study aims to investigate the impacts of Edmodo on EFL students’ paragraph writing. It also attempted to explore students’ attitudes towards Edmodo application in a writing classroom. The study is a quasi-experimental study using a mixed research method with the participant of 70 tenth-grade learners in a high school. The participants were randomly divided in either the experimental or control group. For both groups, a pretest was run to check for group homogeneity and for later comparisons. Participants in the control group had a conventional class of writing whereas those in the experimental group learned writing lessons by integrating Edmodo application. The intervention lasted for eight weeks. Afterward, a posttest was given to the learners of the two groups to check if there is any improvement of their paragraph writing performance. Data collected from the pretest, posttest and questionnaire were analyzed using SPSS. The results of the interviews were transcribed and analyzed. The findings of the study indicated that the application of Edmodo significantly improved learners’ paragraph writing performance. It is also found that students had positive attitudes toward the application of Edmodo in their writing classrooms.