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This study exami ned the effect of Adaptive Mentorship on the development of intermediate L2 learners' writing ability. At the outset of the study, the participants filled in two self-confidence and writing attitude questionnaires and placed themselves in the right cells on the D- (protege’s developmental level) and A- (mentor’s adaptive required to response) grids of the AM model . They were also required to judge themselves in the form of short reports in terms of self-confidence, writing attitude, and writing competence so that the researcher could classify them more accurately into different groups regarding the above constructs. Finally, a test of writing was administered to the participants to measure their writing ability prior to the treatment. At the end of the 4 month treatment period, which was intended to provide both psychological support and instruction on writing in line with each student’s needs following a more individualized approach, the two questionnaires and the D- and A- grids were filled by the participants again. They were also given a writing posttest on the same topic as the pretest. A comparison of the initial and final results revealed that the student writers had made statistically significant improvements in terms of self-confidence, their attitude to writing in a foreign language, and competence in L2 writing.

A Solution to the Dilemma of Writing in a Foreign Language: Adaptive Mentorship