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

Abstract

Abstract: The present study was carried out to investigate the role of peer correction and teacher feedback in the improvement of writing skills in high school students. Its objective is 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. This study was conducted in a public senior high school in Azogues Canton, Ecuador's northwestern region. Twenty-three students were taken as a sample. To gather the information, students from the second year were asked to write eight paragraphs, including a pre-test and a post-test. After finishing the process of collecting the paragraphs, learners were asked to answer a survey including twelve statements that were related to knowing the perception of peer and teacher feedback. Additionally, a mixed method that includes qualitative and quantitative approaches supported the development of the research. The study found that semantic errors were the most frequentlycommitted by students. Furthermore, the students had a positive attitude because those approaches helped them improve their writing skills.