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This study investigated the nature of self-assessment and blind peer- and teacher-assessment in L2 writing. The type of feedback students gave to themselves and peers, the type of feedback used in the revision process, and the source of the feedback used were all analyzed. Additionally, student perceptions of self- and peer-assessment, feedback, and their relationships to perceived writing improvement were also studied. Findings revealed that students in this study did not use teacher feedbackdoi:10.7916/salt.v14i2.1308 fatcat:63x2jkjqunhz3mpr72zybnylpm