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

Abstract

Abstract: This research study aims to analyze the role of peer correction and teacher feedback in the improvement of writing skills in high school students. In this way, the present study was carried out at a public high school in the cityof Loja, Ecuador. The sample for this research included 30 students from ninth grade of general basic education, who were considered as participants. The data was collected through paragraphs that included a pre-test on a specific topic, 6 practice paragraphs with topics related to the class, a post-test with the same topic as the pre-test and a final questionnaire for the students, where the asked questions were about this learning experience. To fulfill the purpose of this research study, a qualitative and quantitative method was applied. The obtained results revealed that there is a lack of knowledge and experience on the part of the students to make an ideal peer feedback, instead, the feedback of the teachers is always necessary to encourage the progress of the students and allow them to learn the English language accurately and with confidence.