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

Abstract

Abstract: The present research had the main purpose of discovering the effects of written teacher feedback and peer correction in enhancing EFL high school students writing skills as well as the efficacy of both types of written feedback in reducing morphological, semantic, and syntactic errors. It was conducted in Sucúa, Morona Santiago, and the participants were 24 EFL students in their third year of high school whose average age was 17 years old. Half of them were female and the other half were male. During this study, a mixed method, both quantitative and qualitative, was adopted. Therefore, to collect the data for the analysis, the research instruments were a pre-test, and post-test, a rubric, a checklist, and a survey. The findings revealed that implementing WCF, specifically the one provided by the teacher was effective in improving EFL students writing skills. Moreover, it was discovered that EFL students with a low English level tend to make more morphological and syntactic errors than errors at the semanticlevel. Finally, it was evidenced that EFL learners prefer written teacher feedback to peer correction.