The current study aimed to investigate the novel method of using post-editing exercise on improving L۲ writing skills, in comparison with free-writing exercises. Nineteen undergraduate Translation Studies students participated in the research, who received treatment in four sessions. A pre-test was taken to collect students’ errors and their language proficiency level. A post-test was taken as a summative assessment to examine changes in students’ writing skills. It was found that students’ errors,   despite a few instances, did not witness considerable differences, comparing the pre-test and post-test results in both grou   however, there were considerable gains in IELTS band score of the writing task ۲, in the PEEs group, as opposed to FWEs group. It was concluded that PEEs can be used as a novel method to assist language learners score higher in IELTS writing task ۲. Language curriculum designers can benefit from PEEs suggested in this research.