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

Abstract

Abstract: The purpose of this study titled The role of peer correction and teacher feedback in the improvement of writing skills in a private high school students was to determine the efficacy of teacher feedback and peer correction in improving writing skills among high school students. This research was carried out in Guayaquil city. The participants were 30 students from the second year of IB baccalaureate. The methodology employed was mixed method that combined qualitative and quantitative approaches.The instruments were a pre-test, six written paragraphs, and a post-test. A rubric was used to measure the errors made by students regarding semantic, syntactic, and morphological aspects. Additionally, a checklist was used in peer correction, and a survey was also applied to know the perceptions of students. The findings indicated that both types of feedback were effective at detecting and correcting errors. However, teacher feedback corrected large-scale errors. Moreover, it was discovered that mother tongue interference was the primary cause of these errors. Finally, students preferred teacher feedback because they place their trust in the teacher's experience and were more comfortable with it.