ABSTRACT: This research work examines the Multifarious Import of Recursive Peer-Editing on Expression and Mechanics among English as a Second Language Writers. The purpose is to find out the implications of subjecting students’ essay work to constant editing by peer-editors, teacher and the writer. The study employs the pre-test post-test control quasi-experimental research design. The sample consists of 80 senior secondary school final year students. One instrument is used to gather data. The West African Examinations Council’s (WAEC) English Language Essay Questions. The data generated are subjected to statistical analysis and the results of the analysis shows that there is no significant difference between the pre-test scores of both the control and the experimental group hence at take-off the two group homogeneity is established. There is significant difference in the post-test scores of the experimental and the control group. Treatment has significant effect on expression and writing mechanics. There is no significant difference between the pre-test and post-test scores of the students in the control group. As evident from the out-come of the research, the use of recursive editing has significant effect on students’ expression and mechanics in essay writing. Therefore, the inclusion of recursive editing is recommended for writing skill development at this level.
KEYWORD: Editing, Second languiage, Interference, Grammar, Peer-review