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

Abstract

Abstract: The current study aims to find the role of peer and teacher feedback for the improvement of morphological, semantic, and syntactic errors focused on writing. This study was carried out in a private school in Quito, Province of Pichincha, with 25 students from the first year of Bachillerato General Unificado (BGU), aged between 14 and 15, who participated in the research. A mixed-method that included quantitative and qualitative approaches were used to analyze, compare and contrast the information. The instruments, such as a pre-test, post-test, six paragraphs to determine morphological, semantic and syntactic errors; and a survey for students to learn about their perceptions of the peer feedback. As a general conclusion, the teacher's feedback was preferred by the students above feedback from their classmates. It is also determined that peer and teacher feedback proved to be useful and had a favorable influence on the writing assignments.