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

Abstract

Abstract: The writing process in the context of the EFL is the expression of knowledge and ideas of the individual, where thought is transformed into signs; Consequently, writing is considered one of the fundamental bases for the comprehension and mastery of the language english. In this sense, this research aims to analyze the main differences between teacher feedback, peer correction and its impact on the improvement of morphological, semantic and syntactic errors in EFL writing that usually commit a population of thirty high school students between their fifteen and sixteen years in an Educational Unit located in Machala, Ecuador. The investigation will developed under the quantitative approach, a pre-test and a post-test were applied to the students. These were based on six written activities using teacher feedback and the corrective feedback from peers. It was concluded that, once the feedback from the written test, morphological, syntactic and semantic errors decreased significantly, showing that error correction is positive.