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

Abstract

Abstract: English language is one of the most important languages worldwide. When learning a foreign language, writing is the most difficult of the four basic skills. English writing is a process of several stages thatmust be followed. Therefore, the objective of the present studyis to confirm effectiveness of teacherfeedback and peer correctionin writing. Itwas carried out atafiscomisional educational institution, with 30 students of the second year of Baccalaureate. To analyzeinthe qualitative form, instruments called pre-test and post-test were implemented, which consisted of writing paragraphswith an extension of 120-150 words and the use of surveys carried out by the teacher towards the students.The results show that students to whom the study was conductedmade errors mainly of a semantic nature, similarly, despite there was no significant difference, students preferred the feedback given by the teacher than peercorrection. Thisis because students feel more comfortable and confident with teacherfeedback due to their experience and mastery of English as a foreign language.