| Summary: | The aim of this study was to explore the effect of teacher, peer, and self-editing on the improvement of grammatical accuracy in writing, using three groups of participants. The first group engaged in teacher-editing, the second group engaged in peer-editing and the third group engaged in self-editing. The results revealed that, compared to the peer-editing and self-editing groups, the teacher-editing group significantly reduced the rule- based errors in the revised drafts. The results revealed that the performance of the teacher-editing group was better than that of the other two groups, while the performance of the peer-editing group was better than that of the self-editing group regarding the correction of specific language errors in the revised drafts. This study contributes to teaching pedagogy by encouraging teachers to use editing, especially teacher-editing in the writing classroom and to focus on the correction of a few language errors so as to bring about language development.
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