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

Abstract

Abstract: This study titled The Role of Peer Correction and Teacher Feedback in Improving Writing Skills in High School Students investigated the differences between peer correction and teacher feedback and their efficacy for the improvement of morphological, semantic, and syntactic errors in EFL writing. The sample of this research consisted of 30 high school students from a public educational institution in the city of Santo Domingo de los Tsachilas. In addition, this research employed a mixed quantitative and qualitative method using a pre and post-test, six paragraphs per student, a rubric, a checklist, and a survey as instruments to collect the data. The findings of this study revealed that both teacher and peer feedback positively impacted the improvement of English writing skills by reducing semantic, syntactic, and morphological errors, as evidenced in the results of the pre-and post-test. Another finding was that most of the students had a higher affinity for teacher feedback than peer feedback. Keywords: teacher feedback, peer feedback, writing skills.