Abstract
I examined effectiveness of self-editing and peer response compared to conventional teacher editing for improving students writing skills using thirty-item questionnaire conducted at the end of the semester. Self-editing with teacher's limited error markers or questions was preferred by students to teacher's entire error correction. As for peer response, reading peers' writings was considered meaningful and helpful overall, but commentating each other was in some situations considered unrewarding and unreliable. Final teacher feedback was in strong demand in both phases.
