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

Abstract

Abstract: This study, termed the role of peer correction and written teacher feedback in improving writing skills in high school students aims to analyze peer and teacher feedback on morphological, semantic, and syntactic errors and know what type of written corrective feedback students prefer. This research was carried out in a public school located in Turubamba in Pichincha. The sample was of thirty second-year high school students who had an A.2 level of English. A mixed methodology was used through which qualitative and quantitative data were obtained and analyzed. The instruments were a pre-test, a student writing, a post-test, rubric, a students' questionnaire, and a student checklist. The techniques were observation and survey. The results revealed that teacher feedback found that the primary factors affecting students' semantic, syntactic, and morphological writing quality were mother tongue interference, ignorance of linguistic rules, a lack of mastery of the target language's rules, and overgeneralization. Also, students prefer written evaluations and feedback from their teachers. Moreover, it was observed that the implementation period for written teacher feedback was sufficient for students to perceive its benefits.