The book "Fostering Learner Autonomy Using the Process Writing Approach" by Marine Yeung explores the role of writing in promoting learner autonomy among young English learners. It is based on a study that analyzes the effects of a multiple draft and peer review program on the development of autonomous skills and attitudes. The results come from two classes at a girls' school taught by different educators: a native English teacher and a local English teacher. This investigation provides insights into the cultural differences that can influence the outcomes of educational approaches. Additionally, the implications for future research are discussed, making the book a valuable resource for educators and researchers in the field of language didactics.