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

Abstract

Abstract: The current investigation titled The role of peer correction and teacher feedback in the improvement of writing skills in high school students aimed to analyze the differences between peer and teacher feedback and their efficacy for the improvement of morphological, semantic, and syntactic errors in EFL writing. To achieve this objective, 16 students from second-year senior high schools participated. This entire investigation was carried out online through a mixed method. The technique employed was a survey and the instruments for data collection were pre and post-tests, student writings, and a questionnaire. The results indicate that the implementation of peer correction and teacher feedback was successful because the students' final average increased, indicating that the students' written skills improved. However, teacher feedback was more effective at detecting semantic, syntactic, and morphological errors because the teacher possessed language mastery. In contrast, despite their efforts, the students were unable to match the teacher's accomplishments in terms of error detection and correction. In addition, it was discovered that all students prefer teacher feedback because they perceive their writing skills improved after receiving it.