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Previous research on the benefits of study abroad (SA) has mainly focused on oral communication skills and L2 English, while written communication and other foreign languages have received far less attention. This study addresses this gap by investigating writing development in L2 German. It also aims to further the discussion about methods to assess writing development by combining different types of data. The writing gains of 30 Belgian students in L2 German were investigated after one semester abroad. Pre- and post-SA writing samples were analysed using linguistic and task-related assessment criteria. The results are triangulated with data about self-perceived language gains, on the one hand, and self-reported language contact and social networks during SA, on the other. The results indicate a correlation between self-report writing gains, language contact, and social networks.

Background Limited studies have been conducted on delineating the rationale behind individual differences in children developing metacognitive knowledge, as well as reading and writing proficiency. Aims This study examined the dynamics of children's development of metacognitive knowledge as well as reading and writing proficiency during their progression from Grade 1 to Grade 6. Sample(s) A total of 420 students participated in the study, who were tested 6 times to assess their metacognitive knowledge, reading, and writing proficiency. Methods The participants were invited to complete three tests: metacognitive knowledge, reading, and writing, which were administered at the end of each grade year. Results and conclusions Three variables (i.e., metacognitive knowledge, reading, and writing) showed high stability and increasing variance over time. These findings suggest individual differences in children's development of metacognitive knowledge, as well as reading and writing proficiency. Students' metacognitive knowledge grew more quickly among those who entered primary school with already strong metacognitive skills; the same was true for their reading and writing development. Results also revealed predictive effects of students' metacognitive knowledge on their reading and writing performance. Implications are discussed based on these findings.

Feedback is a cultural tool through which English teachers can facilitate secondary students’ evaluative expertise in their writing development. While there is increased concern to use feedback to ...

Perspective taking, one’s knowledge of their own mental and emotional states and inferences about others’ mental and emotional states, is an important skill for writing development. In the present study, we examined how perspective taking is expressed in writing and how it is related to overall writing quality. We analyzed seventh graders’ source-based analytical essays (N = 195) to investigate (1) the extent to which students incorporated perspective taking in their essays, (2) how the extent of perspective taking in essays differ by students’ sex and English learner status, and (3) the extent to which perspective taking in writing is associated with overall writing quality. Findings revealed that students wrote more from their own perspective than that of others. Moreover, the results of multi-level analyses suggested that female students exhibited more varied perspectives but there was no meaningful difference by English learner status. Lastly, greater extent of perspective taking, particularly that of higher level of perspectives (i.e., dual perspective), was associated with better writing quality, after accounting for students’ demographic backgrounds (e.g., sex, poverty status, English learner status) and essay length. These results underscore the importance of writing from multiple perspectives on writing quality.

Knowledge about Language (KaL) is an important part of L1 language education around the world. A controversial part of KaL is grammatical or syntactic knowledge, i.e., knowledge about the form, meaning and use of sentences and phrases. In the current international discourse on L1 grammar teaching, grammar is principally motivated by the desire to enhance students’ literacy development, befitting the communicative turn in mother tongue education and following high quality research which has shown that contextualized grammar teaching can impact on students’ writing development. However, there are also other potentially meaningful reasons to teach grammar, which remain underresearched and underdiscussed in curriculum discussions: (1) the general importance of language justifies that L1 speakers understand how their language works; (2) grammar teaching provides more insight into the workings of the human mind; (3) grammar teaching can be used to facilitate students’ reasoning and stimulate their critical thinking abilities. These reasons for teaching grammar do not necessarily relate to literacy development; rather, they pertain to a general conceptual importance of knowledge about grammar. This paper explores these arguments and argues, partly based on empirical evidence from recent research, that knowledge-related rationales deserve a more prominent place in curriculum discussions about grammar teaching.

This study aimed at developing an appropriate electronic learning media named E-Writing to improve students’ writing skill of English Education Department. This media will be the solution of students’ difficulties in writing activities especially as a guidence for writing task and activities. That is why this research is going to develop a media which based on the needs of analysis to make the learning process of writing skill become effective. This research is developed based on the Design and Development (D&D) model. The data obtained from the experts’ evaluation result. All data are both analyzed qualitatively and quantitatively using mean score and alpha Cronbach formula. The result of this study suggested that E-Writing can be such a beneficial media for students’ writing development.

Perkembangan keilmuan Islam di Alam Melayu telah berlaku dengan sangat pesat terutama pada kurun ke 18M. Hal ini telah membawa kepada lahirnya tokoh-tokoh ulama dan penulisan-penulisan ilmiah yang menjadi sandaran bagi masyarakat Melayu dalam mengamalkan agama Islam. Ini dapat dilihat dengan kewujudan sekitar 22,000 manuskrip Melayu dalam pelbagai bidang ilmu. Justeru artikel ini akan mengetengahkan perbincangan tentang perkembangan penulisan kitab fiqh jawi serta pengenalan terhadap kitab Talkhīs al-Falāh fi Bayān ʼahkām al-Ṭalāk wa al-Nikāh karangan Syeikh Muhammad Zain Acheh. Pemilihan kitab ini sebagai fokus utama dalam kajian adalah disebabkan ia belum pernah diperkenalkan dalam penulisan dan ditonjolkan kepada pengetahuan umum, sedangkan ketokohan dan sumbangan pengarangnya adalah sangat besar. Selain itu, kajian-kajian lepas belum lagi menyentuh berkenaan kitab ini secara spesifik. Pengumpulan data dilakukan dengan meneliti kajian-kajian dan penulisan-penulisan terdahulu berkenaan penulisan kitab fiqh jawi dan latarbelakang pengarang kitab ini, selain melakukan tinjauan terhadap naskhah-naskhah yang ada dalam simpanan Pusat Kebangsaan Manuskrip Melayu, PNM. Kajian awal mendapati bahawa kitab Talkhīs al-Falāh adalah penulisan yang dihasilkan pada kurun ke 18M, terkhusus dalam bab munakahat, bersandarkan mazhab Syafie, dan merupakan kesinambungan bagi penulisan-penulisan fiqh jawi yang sebelumnya. Oleh yang demikian, diharapkan melalui dapatan ini akan membuka asas pengenalan umum terhadap kitab ini dan kajian-kajian lanjutan akan dapat dilakukan terhadapnya sekaligus memelihara manfaatnya agar tidak luput ditelan zaman.

Given the recent technological advancements and the critical role that grammar plays in students’ writing development, several digital tools that provide computer-mediated corrective feedback have emerged. One such tool is Grammarly, which identifies duplicate content and errors in grammar, vocabulary, mechanics, and language style. This tech review, therefore, provides an overview of its affordances and how they can be used in English as a Second Language (ESL) and English as a Foreign Language (EFL) writing. While Grammarly can be a powerful tool that teachers and students can explore in their writing classrooms, it has some limitations that require further enhancements.

Background Nursing faculty are expected to disseminate scholarly work through publications, yet little is known about how faculty develop as scholarly writers. Purpose This manuscript discusses a hermeneutic phenomenological research study that uncovered the experience of nursing faculty developing as scholarly writers. Methods Audiotaped personal interviews were conducted with 12 nursing faculty to understand the lived experience of nursing faculty developing as scholarly writers. A 5-step data analysis process consistent with phenomenology was used to identify common themes. Results Findings revealed five themes: pulling everything together, steering me in the direction, using feedback to grow, squeezing it in, and staying on task. Conclusion This study offers educators insight into the experience of faculty developing as scholarly writers and leads to recommendations for approaches that may be useful in writing development.

This paper reports on the findings of a research project carried out in order to analyze how English as a foreign language writing evolves when eighth graders from José Max León School are engaged in developing worksheets that focus on peer feedback. This study emerged from my concern that most of my eighth-grade students did not consider my feedback during the writing process. To collect and manage the data of this action research study, I used the qualitative approach and three instruments: field notes, students’ artifacts, and a survey. The results presented a significant improvement in the students’ writing skills thanks to the implementation of peer feedback. Additionally, the worksheets implemented were relevant for students since they were based on appealing content, which contributed to enhancing their engagement and feedback participation.

El objetivo de este estudio fue investigar el impacto del uso de la instrucción de conciencia metacognitiva (MAI) en la habilidad de escritura de los estudiantes de EFL y su motivación intrínseca. Para seguir este objetivo, se diseñaron y propusieron tres preguntas de investigación. Las preguntas buscaban explorar el impacto del uso de la instrucción de conciencia metacognitiva en el desempeño de la escritura de los alumnos y también saber si se podía observar alguna relación significativa entre el desarrollo de la escritura de los alumnos y su motivación intrínseca. Para alcanzar estos objetivos, dos grupos de estudiantes de EFL de secundaria establecieron a los participantes del estudio. Para recopilar los datos del estudio, se utilizaron tres instrumentos: una prueba de homogeneización, pruebas previas y posteriores a la escritura y finalmente un cuestionario de motivación intrínseca desarrollado y examinado por (Payne, 2007). Los logros del estudio indicaron el impacto positivo del uso de MAI en la mejora de la escritura de los alumnos. Además, la motivación escrita de los alumnos aumentó significativamente. Finalmente, se pudo observar una relación significativa entre los niveles de escritura y la orientación de motivación de los alumnos.

Standardized writing assessments based in linear progressions position teachers for deficit views of young children’s emergent writing development. Consequently, the researcher video recorded a wri...

Computer-assisted collaborative writing has been gradually employed in L2 and FL contexts due to the introduction of Web 2.0 applications and tools (i.e., Google Docs and wikis) and its benefits in developing learners’ writing skills. Accordingly, extensive literature that dealt with computer-assisted collaborative learning and learners’ perceptions towards this activity has been condensed on shelves by time passing. Thus, a review of former studies over the recent decade is called forth aiming to ameliorate the difficulties of reaching this literature and to awaken broadened knowledge in this promising area. This paper reviewed and discussed about 40 relevant articles published from 2011 to 2019 that dealt with computer-assisted collaborative writing using Web 2.0 tools, precisely Google Docs and wikis, and learners’ perceptions towards this activity (computer-assisted collaborative writing) and tools. All the articles were selected according to specific criteria, where only a true collaborative writing peer-reviewed articles were selected. After that, two main themes were synthesized: (a) collaborative writing outcomes and (b) students’ perceptions, and specific research components in relation to each theme were further reviewed and summarized using illustrative tables. Drawing on the review of this literature, the researchers discuss pedagogical implications in terms of technology integration and writing development and address future research directions including systematically reviewing this topic with teachers’ perceptions of computer-assisted collaborative writing.

Research suggests that teachers' and students' engagement in formative assessment contributes to students’ writing development by influencing both what and how students learn. However, while resear...

In this study, we adopt a functional perspective, based on the context conceptualisation and on the experiential structure of the transitivity system proposed by Systemic Functional Linguistics (SFL). According to this perspective, we consider the various contextual spheres that involve the writing process, from the immediate context of situation to the extended context of culture, and the unit of analysis is the process, expressed by the verb, which organises the clause as a configuration of experience. The aim of the study is to verify the change in the experiential configuration of the writing process of students from Portuguese basic education, as revealed by the processes emerging in participants’ discourse during collaborative writing. Transcriptions of group discourse interaction in different school levels (from second to eighth grade) were analysed. The analysis focused on the frequency and relative weight of the distribution of the processes by the different context spheres and by the different types of processes according to the SFL categorisation (material, relational, mental, verbal, behavioural and existential). The results do not show differences between school levels as to the weight of the different types of processes but reveal an increasing weight of the processes associated to the wider context, from which students will draw the content knowledge to be included in the text and the features of the text genre, and also an increasing weight of processes associated to the text genesis. This progression points to the pedagogical potential for strategies aiming to broaden the content and the language under consideration in the writing process. Neste artigo, adotamos uma perspectiva funcional, baseada na estrutura experiencial do sistema de transitividade proposto pela Linguística Sistêmico-Funcional (LSF). De acordo com esta perspectiva, consideramos no estudo as diversas esferas contextuais que envolvem o processo de escrita, desde o contexto imediato da situação ao contexto alargado de cultura, e tomamos como unidade de análise cada processo, expresso pelo verbo, à volta do qual se organiza a oração, enquanto unidade de configuração experiencial. O objetivo do estudo consiste em verificar a existência de progressão quanto à configuração experiencial do processo de escrita dos alunos do ensino básico português, revelada pelos processos que emergem no discurso durante a escrita colaborativa. Foram analisadas as transcrições da interação em grupo, em diferentes anos de escolaridade (do segundo ao oitavo ano). A análise focou-se na frequência e peso relativo da distribuição dos processos pelos diversos níveis contextuais e pelos diferentes tipos de processos segundo a categorização da LSF (materiais, relacionais, mentais, verbais, comportamentais e existenciais). Os resultados não evidenciam diferenças entre os níveis de escolaridade quanto ao peso dos diferentes tipos de processo, mas revelam um peso crescente do contexto alargado, ao qual os alunos vão buscar o conhecimento de conteúdo a integrar no texto e das características do gênero textual, e também o peso crescente dos processos ligados à gênese textual. Esta progressão aponta para o potencial de estratégias que alarguem o conteúdo ativado e as formulações consideradas no processo de escrita.

Denna studie syftar till att undersöka hur digitala verktyg kan användas som stöd för elever med svenska som andraspråk i deras skrivutveckling. För att förstå hur lärare arbetar med verktygen för att stötta elever och vilka faktorer som påverkar detta behövs det få svar på olika frågor. Studien undersöker vilka möjligheter och utmaningar det finns med användandet av det digitala verktyget, lärares beskrivning av användandet med digitala verktyg och hur lärares digitala kompetens påverkar användandet. Studiens teoretiska utgångspunkt grundar sig i ramfaktorteorin och teoretiska begrepp från det sociokulturella perspektivet om den proximala utvecklingszonen och scaffolding. För att uppfylla syftet med studien har en kvalitativ datasamlingsmetod genomförts i form av intervjuer. Fem intervjuer med sex olika lärare genomfördes för att få svar på studiens frågeställningar. Resultatet i studien visar på att respondenterna uttrycker att de digitala verktygen är en positiv faktor för att utveckla elever med svenska som andraspråk i deras skrivutveckling. Det huvudsakliga resultatet i studien var de olika funktionerna med verktygen som ansågs som en givande möjlighet. Digitala verktygets korrigeringsfunktioner, talsyntes och översättning ligger till grund för elevers skrivutveckling. Utmaningar med digitala verktyget berörs också i studiens resultat. Arbetet med verktygen ger krav på lärare och deras digitala kompetens för att använda verktygen på ett effektivt sätt. Studiens metod och resultat diskuteras slutligen i samband med teori och syfte. This study aims to investigate how digital tools can be used to support pupils with Swedish as a second language in their writing development. To understand how teachers work with digital tools to support pupils and what factors influence this, it is necessary to get answers to various questions. The study investigates what opportunities and challenges there are with the use of the digital tool, teachers’ descriptions of the use of digital tools and how teachers’ digital competence affects their use. The study’s theoretical standpoint is based on the framework factor theory and theoretical concepts from the sociocultural perspective on the proximal development zone and scaffolding. To fulfill the purpose of the study, a qualitative data collection method was conducted in form of interviews. Five interviews with six different teachers were implemented to get answers to the study’s questions. The result of the study show that the respondents express that the digital tools are a positive factor for developing student with Swedish as a second language in their writing development. The main result of the study was different functions with the tool which was considered a rewarding opportunity. The digital tool’s correction functions, speech synthesis and translation form the basis for pupils writing development. Working with the tools places demands on teachers and their digital skills to use the tools effectively. The study’s method and results are finally discussed in connection with theory and purpose.

Respons från såväl lärare till elev som från elev till elev kan vara en möjlighet att utveckla elevers skrivande men kan även begränsa elevers skrivande om den inte ges på ett konstruktivt sätt. Vi fann det intressant för vår kommande yrkesroll att ta reda på vad det finns för möjligheter och fallgropar vid kamratrespons. Med det valda problemområdet vill vi fördjupa våra kunskaper i hur elevers skrivutveckling kan påverkas av kamratrespons, det vill säga hur den kan stärka eller hämma elevers skrivutveckling i en pågående skrivprocess. I gymnasieskolans kursplan för svenska 1 är ett av målen för skrivutveckling att elever ska utveckla en språkriktighet, där kamratresponsen utgör en viktig del för skrivutvecklingen (Skolverket, 2011). Till denna kunskapsöversikt har artiklar genom databassökning samlats in. Sedan har vi tillsammans granskat och valt ut relevant material. Vi har noggrant diskuterat varje artikels relevans kopplat till vår frågeställning. Resultatet av valda artiklar visar att responsen ska ges på ett konstruktivt sätt, att den som ger respons måste vara medveten om uppgiftens syfte och att det råder delade meningar om lärarrespons eller kamratrespons är mest effektivt för elevers skrivutveckling. Slutligen kan vi konstatera att dialogen utgör en central del av responsen oavsett för den som tar emot eller ger responsen samt att elever tillsammans kan överkomma uppgifters svårigheter.

At the writing of this paper, no research on teachers’ formative assessment practices of writing for English as a foreign language (EFL) in a Swedish upper secondary context was found. How EFL teachers relate to formative assessment practices affects their implementation of it. Therefore, the aim of this research was to elucidate Swedish upper secondary school teachers of English’s perception of formative assessment, their reported perceptions regarding the utility of formative assessment, and how their perception affected their implementation of formative assessment of writing practices. The study used a qualitative approach by conducting semi-constructed interviews of four English teachers. The participants had a concurrent view of formative assessment as an on-going process for facilitating student development; however, their reported practices of applying formative assessment of writing differed. In general, the participants reported practices met the demands of the curriculum of Swedish upper secondary school and English syllabi and aligned with theoretical concepts formative practices, and previous research on implementing teacher feedback for assisting student writing development. Although, the analysis of reported practices also aligned with Burner’s (2016) findings of teachers not fully inviting students into the formative process in terms of participating in assessment and self-assessment. Moreover, the support of colleagues for implementing formative practices emerged as a theme among the participants. With that said, the results of this research cannot be generalized to the Swedish upper secondary context due to its small scale. Furthermore, all results of perceptions and implemented practices were self-reported and not reinforced with objective observations.

Digitaliseringen är ett faktum samtidigt som elever uppvisar en viss skrivproblematik sett utifrån de nationella proven i årskurs 6. Delade meningar råder om hur stor plats digitalt skrivande bör få i undervisningen. Föreliggande studies syfte är därför att undersöka sex mellanstadielärares uppfattningar om elevers skrivande utifrån analogt respektive digitalt skrivande i ämnet svenska. För att besvara studiens syfte samlades material in genom semistrukturerade intervjuer med behöriga mellanstadielärare som undervisar eller har undervisat i ämnet svenska. Det insamlade materialet analyseras efter innehållsanalys och studiens teoretiska utgångspunkt grundar sig i The Simple View of Writing. Resultatet visar att såväl analogt som digitalt skrivande används i undervisningen. Lärarna kan se både likheter och skillnader i elevtexter som skrivs analogt och digitalt. Framförallt karaktäriseras den digitala texten av att vara mer utvecklad, beskrivande och längre. Rättstavningsprogram kan dock medföra en viss problematik då elever begränsas av felmarkeringar eller förhastar sig genom arbetet utan vidare reflektion. Utifrån det analyserade empiriska materialet konstateras att lärares didaktiska kompetens är avgörande och att varken det ena eller andra skrivsättet bör uteslutas i undervisningen. Lärare behöver reflektera kring vilket skrivsätt som fungerar bäst i sammanhanget för att främja elevers skrivutveckling.

Många lärare upplever att de digitala verktygen är motiverande, engagerande och främjar elevers skrivutveckling, men den stora frågan är om de verkligen gör det hos elever med koncentrationssvårigheter. Syftet med studien är därmed att undersöka några lärares upplevelser av hur digitala verktyg i skrivundervisningen främjar respektive hämmar skrivutvecklingen hos elever med koncentrationssvårigheter samt hur dessa lärare arbetar med digitala verktyg för de eleverna. Studiens syfte uppfylls med hjälp av semistrukturerade intervjuer med fem verksamma lärare inom F-3. Lärarna i den här studien är till viss del eniga om det digitala verktygets påverkan på elever, men har ibland avvikande uppfattningar. En tematisk analys gjordes för att kunna kategorisera materialet och finna olika rubriker och underrubriker i resultatdelen i den här studien. Hela studien vilar på det sociokulturella perspektivet för att rama in teorier om elevers lärande. Many teachers find that digital tools are motivating, engaging, and promoting their students’ writing development, but the question is whether this applies to students with concentration difficulties. The purpose of the study is thus to investigate some teachers' experiences of how the use of digital tools in writing education promote respective inhibit the development of writing ability among students with concentration difficulties and how teachers work with digital tools for those students. The purpose of the study is fulfilled with the help of semi-structured interviews with five active teachers in F-3. The teachers in this study are to some extent in agreement about the impact of digital tools for this group of students, but sometimes they disagree with each other. A thematic analysis was conducted to be able to categorize the material and find different headings and sub-headings for the results section of this study. The whole study rests on the socio-cultural perspective to frame theories about students' learning.

Den aktuella studien lyfter fram hur elever i behov av extra stöd utvecklar sitt skrivande med hjälp av digitala verktyg. Digitala verktyg är en del av undervisningen idag och blir ständigt en mer omfattande del eftersom digitaliseringen i samhället kontinuerligt utvecklas. Tidigare har digitala verktyg använts som ett hjälpmedel för elever med skrivsvårigheter och därför är det väsentligt att undersöka hur stöttningen ser ut idag när samhället utvecklats och tillgången ökat. Studien är kvalitativ och bygger på intervjuer med lärare och specialpedagoger samt tar sin utgångspunkt i den sociokulturella teorin eftersom den berör lärande. Dessutom relateras ramfaktorteorin till innehållet av denna studie eftersom andra faktorer utom lärarens kontroll påverkar undervisningen. Intervjuerna för fram lärares och specialpedagogers beskrivningar om arbetssätt och funktioner som de tillämpar i undervisningen. Resultatet visar möjligheter och utmaningar med tillämpningen av digitala verktyg. De främsta möligheterna är innehållet i elevers texter, bearbetande av texter, elevers motivation och ökad textproduktion. Utmaningen med arbetssättet är elevers distraktion vid användandet, lärares digitala kompetens och dessutom vikten av ett varierat arbetssätt. När lärare och specialpedagoger använder digitala verktyg som stöd för elever med skrivsvårigheter kan påverkan vara positiv om de har ett genomtänkt arbetssätt och ett tydligt syfte med tillämpningen. The current study highlights how pupils in need of extra support develop their writing with the help of digital tools. Digital tools are part of today´s teaching and continuosly becoming a bigger part, due to overall development of digitalization in society at large. In the past, digital tools have been used as an aid for pupils with writing difficulties and therefore it is important to examine what the support looks like in school today, when society has developed and the accessibility has increased. A qualitative study has been conducted through interviews with teachers and special educators. The sociocultural theory is considered in this study because it is a theory about learning. In addition, the frame factor theory is related to the content of this study, since other factors outside teacher´s control affect the teaching. The interviews with the respondents present different methods of teaching and functions of digital tools that the teachers and the special educators apply in teaching. This study also presents opportunities and challenges with using digital tools, the main possibilities are the content of pupil´s texts, the processing of texts, pupils´ motivation and increased text production. The main challenge with digital tools in writing is the pupils´ distraction when they use the tool, the teacher´s digital qualification and the importance of varied working methods. When teachers and special educators use digital tools as a support for the pupils with writing difficulties the impact can be positive if they have a well though through approach and a clear purpose with the usage.

Studies investigating L2 English receptive and productive vocabulary knowledge in young learners have shown that English can be picked up through exposure outside the classroom. In this study I looked into lexical characteristics of young learners' writing at the start of formal English lessons in the first year of secondary school (n = 3168). The texts were given a holistic score and several lexical measures were calculated. The results showed large individual differences between learners' writing. Regression analysis was used to investigate which lexical characteristics predicted proficiency scores. The final model explained 50% of the variance. Similar to what was found in previous research investigating young L2 English learners' writing I found that a number of broad predictors impacted the proficiency score. These were lexical diversity, word count, total number of spelling errors and percentage of English words used. Additionally, four fine-grained variables predicted the proficiency score: word frequency, trigram frequency, age of acquisition and imageability. The results show the added value of investigating a wide range of variables to shed light on the lexical factors that might impact writing scores, even in beginner and pre-intermediate level L2 writing.

This study investigated the longer-term impacts (i.e., into the next semester) of trained peer feedback in comparison with teacher feedback on students’ writing development and writing motivation. Sections of an EFL writing course were randomly assigned to either teacher feedback or trained peer feedback conditions across two semesters. In the first semester, during their writing class, students either received training in how to implement peer feedback or simply studied models of writing (that were also used in the training work). In the second semester, students either received teacher or peer feedback across multiple assignments. Writing competence, writing self-efficacy, and writing self-regulated learning were assessed at the beginning and end of the second semester. Trained peer feedback and teacher feedback had similar positive effects on the improvement of writing competence and writing self-efficacy. However, trained peer feedback led to a significant enhancement of students’ autonomous motivation relative to no such growth from teacher feedback.