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

Abstract

Abstract: The present researchdeals with the topic"The role of peer correction and teacher feedback in improving writing skills in high school students". Theobjective was to analyze the differences between peer feedbackand teacher feedback, and their effectiveness for the improvement of semantic, morphological,and syntactic errors. In the same way, to analyze the effects between peer feedback and teacher feedback. Finally, toidentify which feedback students prefer.Theinvestigationwas carried out ina public high school inthe city of TulcánandCarchi Province,with a total of twenty-fivestudents,in the third year ofBachilleratoGeneral Unificado. The study was implementedin face-to-face modalityandwas accomplishedwith qualitative and quantitative criteria.Several activities were carried out with instruments such as a pre-test, six paragraphs, post-test, a checklist,and a student sperception survey. Finally, based on the research, the students prefer the teacher's feedback since they feel more secure in correcting the errors that the teacher pointed out.On the contrary, students during peer correction did not feel ready to fully assume correct feedback fromtheir peers.