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

Abstract

Abstract: One way to improve writing skills is through the feedback process, where the errors made are corrected by the theoretical argument. Through the use of feedback, the students can be aware of the right use of the language. The present study was based on the roles of peer and teacher feedbackin the improvement of writing skills. This research was carried out in a public school in the town of Sigsig. The number of participants who took partinthis study was30 students from the 3rd year of Bachillerato. The main objective of this study was to analyze the differences between peer and teacher feedback concerning morphological, semantic, and syntactic errors. To carry out this research work, qualitative and quantitative methods were used, which allowedusing a survey and a pre-/ post-test to obtain more precise data. Finally, the findings obtained in this research demonstrated that teacher feedback is preferred by the students because they consider that teachers are fluent in the language, and they can provide the necessary argumentation to correct writing errors through feedback.