Swedish students’ proficiency in written production in a third language has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g., Manchón 2011), writing tends to be a neglected skill in foreign language classrooms. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this study, we focus on process-oriented writing, by addressing the following questions: What impact does work with written production have on students’ attitudes to text production? What effect does direct corrective feedback from fellow students have on writing accuracy? (e.g., Ekanayaka & Ellis 2020). To answer these questions, texts from 20 Swedish learners of German in upper secondary school (level A2-B1) were analyzed. The learners were working with process-oriented writing for three months, i.e., texts were revised after group feedback. They were also asked to fill in a questionnaire on background information and attitudes to the work with process-oriented writing. Our study contributes with information on writing practices in the foreign language classroom and the effect direct corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.