Writing is generally considered by most of the second language teachers as the most difficult skill to teach second language learners and even to native speakers, since it requires expertise and prowess in content organization, style, and mechanics. With the inclusion of peer editing, the peer critiquing is a strategy that can be employed in teaching academic writing to students. This study aimed to shed light on students’ perception on the effectiveness of utilizing of peer critiquing in assessing and improving the quality of the students’ academic writing. This was specifically examined in the effect of the method on writing task quality, goal achievement, development of the students’ 21st century skills, and the student-student and student-teacher interaction. It was discovered that there was no significant difference in the writing quality, but most students became more disciplined and engaged in attaining their academic goals. The students also shared that they became more collaborative, reflective, and responsible in terms of studying. However, it is recommended that orientation with specific guidelines, preparation, and longer consultations be given to ensure that students are guided.