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

Abstract

Abstract: This research focuses on the role of peer correction and the teacher feedback to improve writing skills weakened by Constant changes in educational legislation. Its purpose is to measure the differences and know the effects of each strategy. To achieve this objective, eight students from a private school in Quito. An intervention of eight was applied weeks, in which students were asked to write paragraphs that were reviewed by both teachers and peers. A mixed approach was used that requires qualitative and quantitative research methodologies, in addition to pre-testing and post-test, a survey was applied to the students that measured their perceptions regarding the type of feedback. The main results verify that the correction from peers and feedback given by the teacher, does have a positive effect on improving writing skills. Both were effective However, it is advisable to improve peer correction.