Although the effect of teacher and peer feedback on writing improvement in the field of second language teaching has been discussed in scholarly research for several decades, student engagement with both forms of feedback integrated into a sequence of discovery, correction and revision remains under-researched. This study investigates the impact of feedback during a teaching sequence to support students' writing development, along with students' engagement in each phase of the teaching design. Drawing on Vygotsky's concept of guided learning, the teaching sequence was developed to prioritise collaborative group work and address students' limited engagement with feedback-correction and revision practices. The sequence was administered to 31 Vietnamese secondary students over eight weeks, from which an exploratory method was adopted. The analysis of data from audio recordings and groups' rewritten texts exhibited varied levels of student engagement. Importantly, the findings demonstrate the potential for integrating forms of feedback into the correcting sequence through group-based tasks to maximise students' learning.