The role of peer correction and teacher feedback in the improvement of writing skills in high school students

Abstract

Abstract: This research work studied the topic, the role of peer correction and teacher feedback in the improvement of writing skills in high school students,it had the purpose to analyze the differences between peer correction and teacher feedback and their efficacy for the improvement of morphological, semantic, and syntactic errors in EFL writing.The current investigation was divided into two main parts. First, the development of the bibliographic study about significant factors of peer and teacher written feedback, the general themes were Writing in the EFL context and Written corrective feedback on EFL learners. In addition, there were exposed six previous studies related to peer and teacher corrective feedback. Second, a field study occurred within a private high school in Loja, where 26female students took part. They were B1 level learnersof the second yearof bachillerato. They were between 15 and 17 years old.Students developed writing activities: the first was a pre-test, then they accomplished six writing exercises, they received teacher and peer feedback for their paragraphs, the teacher applied a rubric, and students scored according to their own experience.