Abstract
Abstract This study aims to investigate whether a short training, during which a group of native Italian university students used the scale for Functional Adequacy (FA) developed by Kuiken and Vedder (2017) to assess texts written by their peers and their own texts, lead them to improve their L1 writing skills. The participants were assigned to an experimental (N = 15) and a control group (N = 15). A pre-test / treatment / post-test design was adopted. Results showed that the participants in the experimental condition benefited from the instructional treatment, but the gains they had in comparison to the control group were not statistically significant.
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