摘要：Developing autonomy among students has been one of the major concerns in second language instruction. Nowadays portfolio assessment as an alternative form to traditional evaluation has found its place in writing pedagogy. Present investigation was designed to study a group of thirty eight Iranian EFL learners with the aim of investigating the possible effects of using writing portfolio assessment on developing the ability of editing among Iranian EFL learners. The learners were asked to perform some writing tasks. Then they edited their own papers and corrected their writing products using the five categories of content, organization, grammar, spelling, and mechanics. There was a continuous dialogue between the teacher and the learners. The result indicated that the learners could be trained to use editing in their writing. Editing seems to be an effective way for higher proficiency learners to improve the organization of their writing.
