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

Abstract

Abstract: The study aimed to examine the role of peer correction and teacher feedback in the improvement of writing skills in high school students, focusing on the efficacy for the improvement of semantic, syntactic, and morphological errors. This research was carried out inTungurahua and was addressed to students enrolled on the first year of high school.Thirty participants were taken as a sample. A mix methodincluding a quantitative approach was used to analyze statically the results of errors and the survey, while a qualitative approach to analyze the errors in the writtenstudents work.Moreover, the instruments used to collect information were a pre-test to measurethe student slevel of writing, a post-testto know their progress, six written paragraphs and a questionnaire.Thefindings show that the most frequent errors deal with syntactical errors, especially the misuse of commas to separate sentences. Regarding peer and teacher feedback, students prefer teacher feedback to help them improve their writing skills because peer correction presented some limitations that were closely related to both the lack of vocabulary and language knowledge that students have.