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

Abstract

Abstract: The present research project, which title is the role of peer correction and teacher feedback in the improvement of writing skills in high schools , was aimed to analyze the differences between peer correction and teacher feedback and their efficacy for the improvement of morphological, semantic, and syntactic errors in EFL writing. The participants were ten students from the thirdsenior level at a publiceducational institution located inQuito, Ecuador. The study was carried out in online modality; it hasamixed-method approach since both qualitative and quantitative types of data were employed. First, the pre-test was applied, then, the six paragraphs were written by the participants, where they received peer correction and teacher feedback. Paragraphs score was based on a rubric, which took into consideration semantic, syntactic, and morphological aspects. The survey purpose was to determine students perception about teacher and peer feedback. Finally, the post-test was applied. The findings indicate a students performance in written paragraphs improvedafter receiving teacher s feedback, nevertheless, there is a remarkable difference in reducingsemantic andsyntactic errors. Moreover, students preferred receiving teacher feedback rather than peercorrection.