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

Abstract

Abstract: This research is intended to analyze and evaluate the impact of peer correction and teacher feedback in the enhancement of writing skills in English as a Foreign Language in a sample of thirty students at high school level at a public institution in Guayaquil city. To find out feedback efficacy for reducing morphological, semantic, and syntacticerrors, the study implemented a mix of quantitative and qualitative research making use of pre-test, post-test, rubric, as instruments for data gathering along with six paragraphs on different topics to recognize student s errors. The qualitative part analyzed students' written work to find the different types of errors, and the quantitative part calculated percentages and statistical indicators of the students' errors and their responses to the questionnaire.The results showed that teacher feedback wasthe most successful in rectifying errors and improving students' writing skills; nonetheless, peer feedback supplied autonomous work and elementary error correction. Moreover, this research revealed the students predilection for the teacher's feedback because it is complete, professional, trustworthy and it helped them improve their writing skills in a more accurate way.