| This study examines how self-editing and self-correction help learners improve their grammatical accuracy in their written work: both in revision and in new pieces of writing. It is a longitudinal case study with twelve participants of an EFL Grammar class. They did two self-editing tasks and three self-correction tasks on the same written work and they also did other two self-editing tasks on two new pieces of writing. In doing the self-correction activities, the learners received three kinds of feedback: direct peer feedback and two kinds of indirect feedback from the teacher. The study found that indirect teacher feedback, in the form of metalanguage comments and underlining errors, gave the biggest contribution to the learners' language accuracy. However, in regard to the consistently corrected errors, peer feedback outperformed teacher feedback in its contribution. The results showed that self-correction activities were beneficial for the learners to raise their awareness towards becoming independent self-editors and different learners produced different result. |