The Role Of Peer Correction And Teacher Feedback In The Improvement Of Writing Skills In High School Students

Abstract

Abstract: The project titled The role of peer correction and teacher feedback in the improvement of writing skills in high school students , arises to analyze the effects written teacher and peer feedback have on the frequency of written errors committed in the semantic, syntactic, and morphological categories. The participants were twenty-sixstudents at a senior level of a publichigh school situated in San Miguel de Los Bancos, Ecuador. This study employed a mixture of quantitative and qualitative approaches and the instrumentswere pre and post-test, six paragraphs per participant, a survey, and a checklist, to collect the data.The results reveal that both peer and teacher feedback contributed significantly to improving students' writing skills while decreasing the frequencyof semantic, syntactic, and morphological errors.In addition, thestudents showed an affinity for the teacherfeedback since they believe that the teacher's comments are more suitable and allowed them to greatlyimprove their writing skills.