A comparative study of peer and teacher feedback in the improvement of writing skills in high school students

Abstract

Abstract: This study examines a comparison of peer and teacher feedback on the improvement of writing skills in high school students. This comparative study wasaimed at analyzing the differences between peer and teacher feedback on the correction of writing errors and mistakes in linguistics. The sample consisted of twenty EFL students of Bachillerato and one teacher from a public high school in Saraguro. A mixed-methods approach was used for this study, with qualitative and quantitative components. The qualitative method was used in the whole process of the study, and the quantitative method was used,interpret, and describe the data.The instruments were a pre-test, a post-test, and a student and teacher s perception survey. Findings demonstrated that the teacher and peer corrective feedback were essential components in the student s writing skills improvement since they provided the student with a reflection on their mistakes, allowing them to learn from those mistakes and be able to correct them. Peer correction and teacher feedback differ in their reliability since not all peer reviews weresubjectiveand some students control peer review outcomes.