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

Abstract

Abstract: This study titled peer correction and teacher feedback in improving writing skills in high school students. The purpose of this study was to understand how feedback from teachers and peers plays a role in improving students' writing skills. The chosen sample consisted of 30 students from the first baccalaureate of a private institution. This study followed a mixed method approach with quantitative and qualitative methods. The main instruments used were eight paragraphs written by students on different topics to identify students' syntactic, morphological, and semantic errors, rubrics, surveys, and a checklist. The data collected was tabulated in an Excel table for the analysis of the results obtained. The study findings indicate that students initially lacked an understanding of text organization that improved over time with the help of feedback given to students to improve certain aspects of writing and reduced the number of syntactic, morphological, and semantic.