Taking a dynamic usage-based perspective ( Verspoor & Behrens,2011 ), this study explores the written English as a foreign language (EFL) development of adolescentlearners in their first two years at a pesantren , a commonly found Indonesian Islamic boarding schoolin which English learning is promoted especially through extensive peer interaction. Usage-based approaches posit thatlanguages are acquired through meaningful exposure and interaction. Research in second language acquisition hasdemonstrated that peer interaction can facilitate foreign language (FL) development, particularly when learnersprovide corrective feedback to one another (see Loewen & Sato, 2018 ).However, it remains unclear what occurs when FL learners primarily interact with each other, with minimal meaningfulinput from expert language users. Using qualitative analyses and generalized additive mixed modelling (GAMM), we foundthat (1) students rarely use corrective feedback, (2) prior knowledge of English makes a significant difference in EFLgrowth, (3) a discernible effect on EFL learning can be observed in year 1, whereas in the subsequent year, minimal tonegligible progress is noted, and (4) the texts contained various non-target-like forms, especially L1 forms andconstructions.

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