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

Abstract

Abstract: The main objective of this study was to discoverthe differences between written peer correction and teacher feedbackas well as their effectiveness in reducing the EFL learners morphological, semantic, and syntactic errors. It also sought to explorethe students perceptions regarding both types of written corrective feedback WCF. This researchwork was conducted in a public educational institution, located in Loja, Ecuador. The sample population was 27 students in their senior year of high school. The research method was mixed, that is, both quantitative and qualitative approaches were employed.The research instruments used to collect the data werepre and post-test, a teacher s rubric,apeer-feedback checklist, anda survey. The results revealed that WCF had a positive effect on the improvement of the learners' writing skills helping them to significantly reduce their syntactic, semantic, and morphological errors. However,it was evidenced that the teacher feedback was the most effectiveat correcting errors and turned out to be the most preferred according to the students it was much clear, detailed, thorough, and easy to understandcompared to peer feedback.