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

Abstract

Abstract: The lack of strategies and activities to reinforce writing skills in EFL students is a drawback that needs improvement. That is why, it is crucial that teachers and students work together to propel the communicative writing ability. In that perspective, the objectiveof this researchis 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,26 students participate in this study,they study in 1stbachillerato year in a public high school located in Cuenca city. TheirEnglish level according to the Common European Framework is A2.1. Furthermore, the techniques used in this study were observation of students performance,anda survey about the students ́ perspectivein relation to teachers correction and peer ́s feedback, the instruments were questionnaires applied to the teenagers. The methodology that embraces qualitative and quantitative methods helped to obtain important conclusions and recommendations. The findings indicate that teachers feedback and peer ́s correction support the improvement of morphological, semantic,and syntactic errors in EFL writing, it was also found that the students prefer to receive teacher sfeedback in writing tasks.