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

Abstract

Abstract: This study entitled the role of peer correction and teacher feedback in improving writing skills in high school students, aims to analyze the aspects associated with peer correction and teacher feedback and their effectiveness to avoid morphological, semantic and syntactic errors in EFL writing. It was conducted in a private Educational Institution in Quito. The participants were 25 high school students enrolled in the first-year of Bachillerato with an A2 English level. The investigation was conducted through a mixed approach. A pre-test was applied to the participants to diagnostic their writing skills. After that students were asked to write 6 paragraphs. They received teacher feedback and peer correction were based on a rubric. The checklist helped to identify the quality of peer correction. Finally a survey was used to know their perception about peers and teacher feedback. The resultsreveal that the most frequent errors found on students writing were semantic, including collocation, lexical grammar, and literal translation. Furthermore, the students prefer teacher feedback to improve their writing skills because they are more experienced.