Abstract
The purpose of the present paper was to investigate the effectiveness of literature response journal writing in developing EFL writing content and vocabulary choice among 85 students of the first year secondary school. The quasi-experimental pre-posttest experimental-control group design was adopted by the researcher. The sample for the study was 85 students divided into two groups, 40 students for the experimental group (9 male and 31 female students) and 45 for control group (14 male and 31 female students). In order to achieve the purpose of the study and collect data, the researcher developed EFL writing pre-posttests and a rubric for scoring them. The findings showed significant differences between the experimental and control group in EFL writing content and word choice in favor of the experimental group. At the end of the study, the findings reached were interpreted, some implications, suggestions and recommendations were presented and some topics for further research were suggested.