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

Abstract

Abstract: Thisstudy explores the role of peer correction and teacher feedback on writing performance in high school students in Nueva Loja, Ecuador. In particular, 30 students in the last year participated in this investigation.Moreover, a mixed-method was used to reveal the effectiveness of teacher and peer feedback in improving writing skills. For data collection, a pretest, posttest, and six paragraphs written were applied to the participants, and a rubric with morphological, semantic, and syntactic aspects was used to grade them.In addition, a checklist was employed based on peer correction;and finally, a perception survey was administered to participants. Although in this study the significanceof the feedbackwas minimal, the resultsexposedthat teacher-written correction plays a key role in improving writing performance compared to student correction. Also, it was found that students perceived teacher feedback more positively than peer feedback. Finally, it was found that morphological errors were the most common in students' work.Therefore,it can be deduced that the participants had difficulties writing a text in English because they did not have sufficient linguistic competence.