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

Abstract

Abstract:This study investigates the differences between peer correction and teacher feedback. teacher, analyzing its effectiveness to improve morphological, semantic and syntactics in EFL writing. Morphological, semantic and syntactic errors are analyzed in students' compositions. The compositions of twenty-eight were analyzed students from a secondary school in Cuenca. The research involved various interventions where students wrote six paragraphs. A pre-test was applied at the beginning and a post-test at the end. Rubrics and a checklist were also used to measure the students' perception of both types of feedback. A was used Mixed method to evaluate the effectiveness of peer and teacher feedback. Although students preferred peer correction, a greater benefit was evident with teacher feedback. It was identified that the main difficulties lay in morphological errors and in the lack of knowledge about how to provide effective feedback. The conclusions indicate that correction between peers and by teacher can have a significant impact on the writing process.