Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support advanced language students learning to write in FL contexts. Using a mixed‐methods approach, the authors compared two sections of an upper‐division Portuguese literature class that employed writing fellows tutors with two sections that did not. Data suggest that incorporating writing fellows into FL contexts affected how students learned to write: (1) the papers of students who worked with writing fellows exhibited more developed thought, (2) students who worked with writing fellows employed more successful writing strategies, and (3) students who worked with writing fellows exhibited changes in their writing processes for future writing assignments. These conclusions suggest that the inclusion of peer tutors such as writing fellows may be an effective pedagogical practice for teaching writing to advanced FL learners.

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