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This action research study conducted with EFL ninth grade students at a coeducational private school located in the city of Bogotá, Colombia, aimed to understand the role of peer edition within EFL short story writing tasks construction. The importance of this proposal radiates in the encouragement on students to take control of their EFL literacy processes by editing their own written products through peer edition. The data collection instruments used for this purpose were artifacts, audio recordings, field notes and an open-ended questionnaire. The data was collected during 10 sessions along the second semester of the school year, through a pedagogical intervention following the school´s instructional model: induction, individual learning, group learning and evaluation. The findings exposed that, despite not showing a substantial progress in their EFL writing processes, the participants developed strategies to carry out the Peer Edition practices. In these practices, they also evidenced a co-construction of knowledge where they felt comfortable in a classroom which was not teacher-centered. Hence, cooperation and building of knowledge among partners revealed expert power relations.

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