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Writing has great potential in fostering the development of learner autonomy, especially when an appropriate pedagogical approach is used. This book reports on a study which explored the effects a multiple-draft peer-review writing programme had on the development of autonomous skills and attitudes among some young ESL writing learners. In particular, findings from two of the classes, both from the same girls' school but one taught by a native English-speaking teacher (NET)and the other by a local English teacher (LET), shed some light on how cultural differences may affect the outcomes of a pedagogical approach. Implications for further research are discussed.