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

Abstract

Abstract: The purpose of this study is to determine the effectiveness and differences between the role of peer correction and teacher feedback in enhancing writing skills when correcting morphological, semantic, and syntactical errors. The sample consisted of twenty-eight freshmen from a public high school in Joya de los Sachas. The data was collected during different classeswhere students were asked to write six paragraphs, also a pre-and post-test weretaken. Arubricwhich specified the score to be assigned based on the number of errors was used. Additionally, a peer-based checklist and a perception survey were included. Peer and teacher feedback effectiveness in enhancing writing performance was determined using a mixed method. In comparison to peer correction, the results indicate that teacher feedback improved student writing more than peer correction. Moreover, students believed that teacher's feedback much more favorably than theone given by their peers. It was determined that the majority of participants had greater difficulties with morphology when writing, and that interference from their native language contributed to the persistence of errors.