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

Abstract

Abstract: The purpose of this study, the role of peer correction and teacher feedback in the improvement of writing skills in high school students, is to examine the differences between peer correction and teacher feedback as well astheir efficacy in reducing morphological, semantic, and syntactic errors in EFL writing. The participants were thirty senior high school students from a Manabípublic institution. In the present study, a mixed-method throughquantitative and qualitative approaches was employed, usingobservation and survey astechniques. The instruments werepre-test, post-test, students writing, rubric, and a student s questionnaire. The implementation of instruments lasted eight classes. The results revealed that after incorporating both types of feedback inthe students' writings, errors at the morphological, semantic, and syntactic levels decreased significantly. However, it was evidenced that teacher feedback was more effective at correcting errors and improving students' skills because the teacher made clear and precise comments that helped students identify the reason for their errors. Furthermore, all students preferred teacher feedback because they considered it much more detailed, clear, and easy to understand compared to peer feedback.