The current study was designed to unveil a group of EFL students' metaphors for English writing and determine whether engaging in peer dialogues helped students to modify their beliefs and practices. It was found that about one third of the elicited metaphors carried a negative tone towards English writing. The metaphor-sharing dialogues among peers were found to help students (1) find unexpected and interesting metaphors; (2) find common ground and support; (3) face and examine one's feelings about writing; and (4) devise plans and/or make changes to writing beliefs. Pedagogical issues as well as future research directions are discussed to conclude the paper.