Literacy devise necessitates a participatory act which was described by Lave & Wenger (1991) as a “legitimate peripheral participation” that includes different forms of learning and relations such as activities, identities, artifacts as they relate to knowledge communities and practice. Expatriates students usually lack this participatory link of social interaction necessary to negotiate meaning and enhance learning; notably in their writing skills. Nonetheless, Computer Mediated Communication (CMC) offers a viable tool for social interaction. This post-critical ethnography study tried to understand the cultural and social effect of the use of CMC by three expatriate Iraqi ten graders in the UAE. The study used observation and semi-structured interviews to glean meaning from those students through their writing performance. Preliminary results show that the adoption of CMC added significantly to students’ culture, social presence and EFL writing. Additionally, the CMC creates an effective virtual environment where it can compensate for the lack of normal social and cultural environment.