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

Abstract

Abstract: The present work entitled The role of peer correction and teacher feedback on improving writing skills in students secondary school had as its main objective to examine the differences between the written feedback from the teacher and peer correction and their effectiveness in correction of semantic, syntactic and morphological errors in skills EFL writings. This study was carried out in Milagro with 30 first year students. high school students who had an A2 level of English. A mixed method was used that combined quantitative and qualitative approaches, using observation and survey. The instruments were a pre-test, a post-test, a rubric, a list of comparison and a questionnaire, which were applied during eight classes. With respect to findings, there was evidence of an improvement in the writing skills of the EFL students, especially after receiving written feedback from teachers. Furthermore, it was found that students prefer to receive feedback teacher since they consider it essential to correct their written errors and improve your writing skills.