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

Abstract

Abstract: The current research study entitled The role of peer correction and teacher feedback in the improvement of writing skills in high school students has as purpose to analyze the differences between peer correction and teacher feedback and their efficacy for the improvement of morphological, semantic, and syntactic errors in EFL writing. This study was conducted in a public high school in La Maná and the participants were 30 students of second year of Bachillerato General Unificado. This study used a mixed approach by collecting quantitative and qualitative data through a structured survey and observation technique that determined relevant results. The intervention of the researcher and peers, was done to identify morphological, semantic, and syntactic errors in six pieces of writing to improve student s skills. . The results reveal that teacher feedback is more effective than peer correction to improve EFL writing since students prefer to be corrected by the teacher for her objective point of view to identify mistakes in their writing learning process.