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

Abstract

Abstract: This research titled The role of peer correction and teacher feedback in the improvement of writing skills in high school students has as aim 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 conducted in private institution in Chimborazo, had 30 students of third year of senior high schoolas participants,whose English level was intermediate. A mixed methodology was employed to analyze the data involving quantitative and qualitative approaches. The instrumentsused to collect data were pretest, pieces of writing, post test, surveyand checklist that were used to gather quantitative and qualitative data.The main finding wasthat the implementation of both types of feedback was effective to improve students writing skills because teacher feedback promoted and improved students' writing at the semantic, syntactic, and morphological levels through direct feedback with comments and suggestions, whereas peer feedback used indirect feedback and was useful in the correction and detection of semantic errors.