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

Abstract

Abstract: This study focuses on how peer correction and peer feedback Teachers can help high school students develop their communication skills. writing. Their goal was to examine how peer correction and feedback from the teacher and how they avoid morphological, semantic and syntactics in writing English as a foreign language. The sample was made up by 27 students from a public school in Santa Isabel, Ecuador. The participants were 10 men and 17 women aged between 16 and 18 years. This The research was carried out using a mixed methods approach that included elements qualitative and quantitative. The quantitative approach was used to evaluate and collect data, while the qualitative method was used to obtain scientific data. The instruments included a pre-test, a post-test, six paragraphs on semantic, syntactic and morphological, a checklist and a survey. Based on the findings, it was concluded that better results can be achieved when the instructor is the one who monitors the student performance.