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

Abstract

Abstract: This research aimed at analyzing the differences between peer correction and teacher feedback, likewise their efficacy for the improvement of morphological, semantic, and syntactic errors in EFL writing. The research was carried out in a private high school with students of First Year Bachillerato whose ages were between 14-15 years old. In this study, a mixed-method design was applied. Data was collected through pre-test and post-test which were samples of paragraphs of 150 words titled My last vacations written by students. These were graded using rubrics and checklists according to the semantic, syntax, and morphological criteria. Then, a survey was applied as the last instrument. Data were tabulated using spreadsheets and subsequently represented in tables. The results wereanalyzed, contrasted, and reinforced with the literature review previously carried out. The findings indicated that teacher feedback had a major effect than peer feedback in the correction of semantic, syntactic, and morphological errors since teacher correction was considered superior by students, due to the knowledge and experience of the teacher, increasing the capacity of the students to correct some mistakes in writing.