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

Abstract

Abstract: This research work has the purpose to examine the differences between peer correction and teacher feedback as well as their effectiveness in reducing morphological, semantic, and syntactic errors in English as a Foreign Language (EFL) writing. The participants of this study were 30 high school students from public institutions located in General Antonio Elizalde , (Bucay). The method used for this study involved quantitative and qualitative approaches. To gather the data, a pre-test, a post-test, a students writing rubric, and a student s questionnaire were applied in eight classes as instruments. The results showed that the morphological, semantic, and syntactic aspects decreased significantly due to the incorporation of both types of feedback into the students' writing skills. Furthermore, it was evidenced that both teacher and peer feedback had a significant effect in improving English as a foreign language writing errors. Besides, all students preferred teacher feedback because they considered that it is more detailed, clear, and easy to understand compared to peer feedback.