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

Abstract

Abstract: The present study aims to analyze the differences between peer correction and teacher feedback and their efficacy for the improvement of morphological, semantic, and syntactic error in EFL (English as a Foreign Language) writing. This study was carried out in a private educational institution in Loja, Ecuador which sample was 20 male and female senior high school students. The research was conducted through a mixed-method; qualitative and quantitative approaches and the data were collected by applying a pre-test, a post-test whose averages were analyzed, tabulated, and compared to know whether learners improved their writing skills. Additionally, the instruments used in this research were: a rubric for teacher feedback, a checklist for peer correction, the six paragraphs done in every class, and a survey applied to students at the end of the process. To conclude, the results revealed that students' most committed errors were the morphological. Moreover, teacher feedback and peer correction helped pupils improve their grammar use and spelling. Finally, students showed their preference in receiving peer correction to teacher feedback through a survey.