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

Abstract

Abstract: This study is about the role of peer correction and teacher feedback in the improvement of writing skills in high school students. The main purpose was to determine the differences between teacher and peer feedback and their effectiveness in the correctionof semantic, syntactic, and morphologicalerrorsin EFL learners writing skills. It also sought to note the students' perceptions of both types of feedback. The sample consisted of 28 students in the second year of high school, from a private educationalinstitution in Pichincha, Ecuador. During this research, a mixed method was used and the instruments employed to collect the data were a pre-test, three student paragraphs for teacher feedback, three student paragraphs for peer correction, a post-test, a students survey, a rubric, and a checklist. Concerning the results, it was discovered that both types of feedback are effective in different linguistic aspects; however, teacher feedback is more successful than peer feedback. Additionally, students have positive perspectives toward both types of feedback, butthey prefer teacher feedback because they consider it the clearest and most detailed.