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

Abstract

Abstract: The purpose of this research was to determine how feedback from teachers and peers influences on writing production in terms of semantic, syntactic, and morphological aspects. The main participants for this study were 26 students who were in grade 10th. In addition, they belong to a private educational institution, located in the El Quinche Parish in Pichincha. To carry out this study, the mixed method that involved qualitative and quantitative approaches was applied. Indeed, several instruments were used to collect information such pre-test, post- test, a rubric, a checklist and a survey. The main finding was that students prefer teacher feedback rather than peer correction since their classmates do not have enough knowledge about writing skills, to correct errors; furthermore, they do not show commitment and responsibility when making the correction among peers; while feedback from teachers helps them understand their mistakes and correct them. Therefore, it is concluded that peer correction was not useful in this investigation; while teacher feedback helped students to improve their writing.