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The study reported in this chapter set out to investigate 18 EFL learners’ own perceptions of the language learning potential of L2 writing, and the actions they reported taking to make the most of the learning opportunities afforded by their engagement with writing. Data for the study came from self-reflection journals and in-depth semi-structured interviews conducted at two points in time 9 months apart. Our results shed light on the role played by self-initiated and teacher-led noticing processes and associated learning actions, extensive and challenging output practice, and the availability of tailor-made form-focused instruction in bringing about learning through writing. The participants’ own perceptions of the language learning potential of writing was also found to be both a powerful motivating factor in their literacy experience and one of the goals that guided their writing activity. Several implications of these findings for future research will be discussed.
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