This study investigated the relationship of first-language (L1) and second-language (L2) writing processes and possible effects of L2 writing instruction in an academic context on L1 and L2 writing strategies and attitudes. Specifically, the study asked whether (1) there are similarities and/or differences between Turkish and English writing processes of Turkish students of English as a Foreign Language (EFL), (2) L2 writing instruction affects their L2 writing processes, (3) L2 writing instruction influences the L1 writing processes in a way indicating the process of transfer is bi-directional, and (4) L2 writing instruction affects attitudes toward writing in English and in Turkish. Subjects were eight Turkish students of EFL in freshman composition courses in an English-medium Turkish university. Data were drawn from analyses of think-aloud protocols, student compositions, questionnaires, and semi-structured interviews. Results indicate that L1 and L2 had more similarities than differences. In addition, writing instruction in L2 positively affected these EFL students' L1 and L2 writing strategies and attitudes toward writing, in both L1 and L2. (Author/MSE)