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

Abstract

Abstract: Feedback has risen to be used by teachers and learners to improve writing skills. For this reason, the main purpose of this study is to examine the differences between teacher and peer feedback as well as their effectiveness in reducing the English Foreign Language (EFL) students' written errors at the morphological, semantic, and syntactic levels. The sample population consisted of 16 EFL high school students with B1 proficiency levels from ages 16 to 17 years old. A mixed method was employed and the data was analyzed through both quantitative and qualitative approaches. The instruments used to collect the information were a pre-test, a post-test, a rubric, a checklist, and a survey. According to the findings, EFL learners reduced their morphological, syntactic, and semantic errors significantly after receiving Written Corrective Feedback (WCF), hence, they also improved their writing accuracy. Moreover, teacher feedback was much more thorough and accurate, and this could be corroborated in the perceptions of the participants who preferred and found this type of feedback more necessary.