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

Abstract

Abstract: This research titled "The role of peer correction and teacher feedback teacher in improving writing skills in high school students" is was carried out with the purpose of analyzing the effectiveness of feedback between colleagues and the teacher in improving writing skills and their effectiveness in correcting Morphological, semantic and syntactic errors. This research was carried out in an institution public educational center of Zaruma, El Oro, Ecuador. The sample included 27 students from 13 and 14 years old. During this research, a mixed method was applied, that is, data was collected qualitative and quantitative. The instruments used were pre and post test, six paragraphs, one rubric, a checklist and a questionnaire. According to the results, the feedback from the Teacher was the most effective type of feedback, as well as the one preferred by students. Furthermore, it was discovered that the students were not able to correct all the errors writings of his colleagues. Finally, it was found that morphological errors were the more frequent.