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

Abstract

Abstract: This work titled The Role of Peer Correction and Teacher Feedback In TheImprovement of writing Skills In High-School Students intends to analyze the effects of peerand teacher feedback on the correction of morphological, semantic, and syntactic errors andto identify the type of feedback: Peer correction and teacher feedback that EFL studentsprefer. This study employed a mixed methodology, consisting of survey and observationtechniques, in order to achieve the proposed objectives. Thirty first-year highschoolstudents participated, and the instruments were a pretest, written paragraphs, a posttest, achecklist, and a Likert-scale-equipped questionnaire. After analyzing the results, it wasrevealed that teacher feedback was more effective for error detection and correction atscale. It was notable that the teacher provided direct feedback and placed additionalcomments or suggestions with each correction to facilitate the correction in the students'writings. It was also observedthat in the first peer feedback class, students only detectedand did not correct errors. However, as they received teacher feedback, they encouraged toemulatethe teacher'scorrection modelwhenevaluatingtheir peers.