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

Abstract

Abstract: The current study titled The role of peer correction and teacher feedback in the improvement of writing skills in private high school was conducted at a private school in Daule. The main objective of this research was 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. A mixed method was used to collect and analyze data. Thirty third-year senior high school students who received three hours of English instruction per week were the participants.The instruments used were pre-test, post-test, students' writtenparagraphs, surveyand rubric. Thisentire process took place throughout eight classes. The results revealed that syntactic errors were the most prevalent and significant at this level. After applying both types of feedback, however, a decrease was observed. Also, a reductionof errorswas observed, albeit toa lesser degree, at the semantic and morphological levels.Furthermore, it was discovered that students positively perceived teacher feedback and preferred it because they felt that their vocabulary, grammar, and spelling improved.