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

Abstract

Abstract: Thiswork titled therole of Peer Correction and Teacher Feedback in The Improvement of writing skills in high school studentsaims 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.Thisinvestigation was conducted at a public institution in the Pichincha province.Theparticipants were thirty third-year high school studentswith apre-intermediate levelof English. A mixedmethodwas employed in which quantitative and qualitative approaches were applied.Thetechniqueutilizeda surveyand the instruments used were a pre-test,writings, a post-test, andstudents questionnaire.The results indicated that teacher feedback played a more significant role than peer feedback, as it revealed thatmother tongue interference, ignorance of English rules and overgeneralizationcaused errorsat semantic, syntactic,and morphological level.Moreover, allthe students prefer teacher feedback to peer feedback because they perceived that its implementation was beneficial for enhancing the students' writing skills, fostering peer feedback interaction,and acquainting students with the role of evaluators.