Error correction in the English as a Foreign Language (EFL) writing curriculum is a practice both teachers and students agree is important for writing proficiency development (Ferris, 2004; Van Beuningen, De Jong, & Kuiken, 2012; Vyatkina, 2010, 2011). Research suggests student dependency on teacher corrective feedback yields few long-term benefits for the developing writer (Bruton, 2009; Lee, 2004). Encouraging the learners to manage grammatical mistakes, as part of the learning process, must be followed up with post-writing activities that help them become more accountable and more autonomous in developing accurate rewrites. In this project, technological resources combined with peer group support and teacher assistance were used to scaffold the learner approach to error correction that showed positive knock-on effects for writing accuracy. [For full proceedings, see ED565044.]