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The teaching of writing has recently begun to move away from a concentration on the written product to an emphasis on the process of writing. Feedback is a fundamental element of the process approach to writing. It can be defined as input from a reader to a writer with the effect of providing information to the writer for a revision. This study reports on the effectiveness of two types of feedback provided by two different sources– the teacher and the peers– on students’ overall writing quality in an EFL context. To fulfill such an aim, a group of 60 Iranian Persian native speakers aged between 22 and 25 majoring in English Translation were chosen from among a greater population of 98. They were assigned to three homogeneous groups based on their scores on Oxford Placement Test (OPT) and a sample writing assignment on a given topic by emphasizing the expository genre through providing some reasons. They covered five topics before and after receiving feedback– ten written texts– in the span of a 15-week semester. Then, the papers were rated analytically. The findings revealed that feedback had a noticeable effect on the students’ draft editing, and of the two sources of feedback, the students benefited from teacher’s feedback more than their peers’ feedback. Other possible implications interpreted from this study supported the occurrence of a change in students’ roles in communicative foreign language learning settings and that, they could take the role of autonomous learners and turn into common respondents to other students’ writings and in this way their L2 knowledge construction and implementation increased

One of the internal divisions of the Qur’anic text is the rukūʿ , which, as a semantic unit, provides significant potential for rereading the text and uncovering new interpretive levels. Nevertheless, this division has been largely neglected in many contemporary Qur’anic codices and rarely addressed in Qur’anic studies. The present study aims to propose and apply an approach of Qur’anic interpretation based on rukūʿ analysis, focusing on the tenth rukūʿ of Surah al-Naḥl (Q. 16:71–76). Conducted through a descriptive-analytical approach, the research proceeds in three stages: first, elaborating the proposed approach of understanding the Qur’an through rukūʿ units; second, applying this approach to the tenth rukūʿ of Surah al-Naḥl as a paragraph-like semantic unit; and third, assessing the findings by comparing them with the exegetical categorizations of other commentators. The results indicate that verses 71–76 of Surah al-Naḥl form a structurally and thematically coherent passage that can be identified as an independent semantic unit. Within this framework, the topic sentence, supporting statements, transitional sentence, and concluding sentences were identified. Furthermore, a comparative critique of three exegetes’ approaches revealed that neglecting rukūʿ divisions in existing commentaries has often led to semantic discontinuity, disruption of textual coherence, deviation from the surah’s main objective, and reader confusion. Accordingly, it can be concluded that a rukūʿ -based reading of Qur’anic surahs not only highlights the thematic independence of each semantic unit but also ensures their internal coherence and contributes to identifying the overarching purpose of the surah. This approach may thus serve as an effective model for Qur’anic exegesis and a means of avoiding the interpretive challenges resulting from fragmented exegetical categorizations.