The Significance of Peer-Editing in Teaching Writing To Efl Students

This study set out to investigate the effect of peer- editing as a metacognitive strategy on the development of writing. it was hypothesized that peer-editing could be used to raise grammatical and compositional awareness of the learners. forty pre-intermediate sophomores at islamic azad university-tabriz branch participated in the study, taking the course writing i. to warrant the initial homogeneity of the groups, a nonequivalent pretest -posttest design was selected and the groups were randomly determined as the control and the experimental groups, each with twenty subjects. thetreatment following the pretest involved a three-phase planning procedure including: consciousness awareness via error recognition activities, error categorizing activities, and self/peer editing. statistical analysis of the post-test composition did not reveal any significant difference between the two groups. it seems that peer-editing entails a finn grammatical foundation which needs to be fonned earlyin the process of language learning. the results underscore the need to reorient the method of teaching grammar at university level in a way to accommodate a task-based approach to cognitive and metacognitive strategies-basedtraining.