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

Abstract

Abstract: This research is called The role of peer correction and teacher feedback in the improvement of writing skills in high school students focusing on their efficacy for the improvement of morphological, semantic, and syntactic errors in EFL writing. The research was carried out in a high school in Puyo city, Ecuador, where a group of 26 second-year high school students with an A2 level of English were taken as a sample. A mixed-method was applied with qualitative and quantitative approaches. The instruments used to collect data were a pre and post-test to measure students knowledge concerning semantic, syntactic and morphological errors; a teacher s rubric, a peer-feedback checklist to provide feedback to the six different paragraphs which were written by the students, and a survey to know the students perceptions about the efficacy of peers and teacher feedback. The results show that the most frequent errors deals with the morphological aspects, including omission and addition. Regarding student s perception, it was concluded that they prefer teacher feedback, since they offer comments, suggestions, clear information to helps students improve writing quality and skills.