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

Abstract

Abstract: The aim of this study is to explore the role of peer correction and teacher feedback in the improvement of writing in English as a foreign language based on the incidence of semantic, syntactic, and morphological most common errors in writing paragraphs ofthe students of 3rd year of BGU, Specialization in Accounting of a public institution in Cumbe cityEcuador. For data collection, the participants performed a pre-test, a post-test, and the writing of six alternating paragraphs that were scored by using arubric, a checklist to evaluate the correction between pairs and at the end, a student perception survey was used, the study used the mixed method to reveal the effectiveness of feedback. The findings show that the most frequent errors deal with semantic errors including collocation, literal translation, and lexical grammarwhich is the highest. It can be concluded thatsemantic errors result from the disruption of access either to semantics or to lexical representations. Regarding peer and teacher feedback, students prefer teacher feedbacksinceit is an effective technique to help themincrease their writing skills.