摘要：The present study aimed at investigating whether three types of revision strategies, namely peer revision and self-revision enforced by checklist revision as compared to teacher revision had any significant impact on the writing ability of Iranian EFL learners. The 72 participants of the study in three intact classes after taking an English proficiency test and a writing pretest were randomly assigned to a control and two experimental groups. During 16 sessions, they practiced writing through different revision strategies. After the treatment, the one way ANOVA run on the results of the posttest writings showed significant difference between the three groups. Also, the writings of the participants on the fourth, eighth, and fifteenth sessions were selected, scored, and subjected to one way repeated measures ANOVA. The results showed that self-revision group outperformed the teacher revision group. However, the peer revision group was neither better than self-revision group nor better than teacher revision group. Moreover, analysis of the compositions of the participants during the treatment revealed that the most frequent errors in their writings, that is, morphological and syntactic errors had decreased from the pre to the posttest.
