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

Abstract

Abstract: This study explores the role of peer correction and teacher feedback in improving writing skills in high school students. The purpose was to analyze the differences between these two techniques and their effectiveness in improving errors in writing in Englishas a foreign language. This research study was developedin aninstitution incanton Pautelocated in Azuay-Ecuador. Thisresearch used aqualitative method.The participants were 30fromninth grade students and their tutor. To gather data, a checklist, a pre and post written testand six paragraphs were usedin order to evaluate feedback as a technique to enhance correct writing. In addition, a rubric was used to assess the semantic, syntactic and morphological aspects. Also, a survey was applied to the students in whichtheir perspective was appreciated. In the analysis of the gathered information;grammatical errorswhenwritingparagraphs and the perception of the students collected in a survey were examined. The results show that feedbackgiven by the teacher,significantly helps students improve their writing. On the other hand, peer feedback is minimal due to lack of knowledge.