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

Abstract

Abstract: The current investigation titled The Role of Peer Correction and Teacher Feedback in the Improvement of Writing Skills in High School Students. The objective is to analyze the differences between peer and teacher feedback and their efficacy for the improvement of morphological, semantic, and syntactic errors in EFL writing. This study was conducted in Guayaquil at a prestigious private institution in the canton of Daule. Thirty B1-level third-year high school of Bachillerato participated. A mixed-methods approach that included the use of quantitative and qualitative approaches was used to analyze, compare, and contrast the information. The instruments were pre-test and post-test, six paragraphs to determine morphological, semantic, and syntactic errors, as well as a survey for students to know their perceptions. The results show that the most common errors discovered by peer and teacher were semantic. However, students could not identify the same number of errors as the instructor during peer correction. Furthermore, it was discovered that all participants preferred both types of feedback. Finally, it was determined that written feedback implementation was positive since it allowed knowing the written errors.