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

Abstract

Abstract: The present study titled the role of peer correction and teacher feedback in the improvement of writing skills in high school students was conducted in a public high school in the city of Quito and its objective is to examine the role of peer correction and teacher feedback in detecting and correcting morphological, semantic, and syntactic errors. The participants were twenty-five first-year high school students who belong to level A1. The methodology used throughout this investigation was mixed with quantitative and qualitative approaches. The instruments used were pre-tests, students' written drafts, post-tests, a checklist, and a rubric. The results revealed that after implementing both types of feedback, the students' final averages increased by one point. However, other findings revealed that teacher feedback was more effective because it provided direct feedback. In addition, it was discovered that most students prefer teacher feedback. After all, students do not feel capable of providing the same type of feedback since they have several linguistic gaps and are aware that they cannot improve their skills in the short term.