The current research aimed at investigating the effect of using Mobile Augmented Reality (MAR) applications for enhancing EFL writing skills and engagement of second- year students at Faculty of Early Childhood Education enrolled in the Teaching in English specific program. A quasi-experimental approach using a pre- post administration to two independent groups design was adopted. Instruments of the study included: a writing skills test with an analytical rubric for scoring it, and an engagement in writing scale. Five main writing sub-skills were specified as necessary for target participants: content and development of ideas, organization, accuracy, word choice, and mechanics. Research sample consisted of ninety second- year English specific program female students at the Faculty of Early Childhood, Mansoura University. They were divided into two groups; an experimental group of forty- five students (n= 45) that was taught the proposed MAR treatment, and a control group (n= 45) that was taught using the conventional method. The content of six selected units presented with the integration of ARLoopa application within the activities of pre-, while-, and post- writing stages was taught to students throughout ten sessions. Results revealed that the mobile AR application- based treatment had a large effect on enhancing students' EFL writing skills and engagement in writing as there were statistically significant differences between the experimental and control group students' mean scores on the pre- and post- administrations of the instruments of the research. Finally, recommendations and suggestions for further research were proposed.