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

Abstract

Abstract: The purpose of this workis to investigate the role of peer correction and teacher feedback in the improvement of writing skills in high school students focusing on the efficacy for the improvement of semantic, syntactic, and morphological errors. Twenty students from second grade of a high school located in Riobamba-Ecuador were taken as sample. The source of the data was taken from pieces of writing that participants were asked to write. Eight paragraphs of 120 150 words were required to write considering the topics of the lesson plans included in the curriculum. After that, those paragraphs were revised by the teacher and students. The research concludedthat the most common errors were morphological (omission and addition),followed by semanticerrors(collocation and lexical grammar). Concerning teacherfeedback, it was the most accepted by students since it helped them to improve in their writings. However, peer correction, had both positive and negative perception towards peer correction. It was notas much effective, for instance,it should be applied in a proper way, with teacher s careful supervision and monitoring.