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

Abstract

Abstract: The present study aimsto analyze the role ofpeer correction and teacher feedback in the improvement of writing skills in high school students focusing onthe efficacy for the improvement of semantic, syntactic and morphological errors. Thisstudy was conducted in a private school located in Daule, Guayas, Ecuador. In this institutionEnglish is taught as a foreign language to all the students who are enrolled in primary and secondary levels.Thirty students were selected as part of the research process. In this context, the participants were asked to write eight paragraphs including a pre-test and a post-test in each online session. Additionally, at the end of the process students received a survey to gather their perception towards the role of peers and teacherin providing feedback. The results obtainedin the pre-test and post-testindicate that both peer correctionand teacher feedback were beneficial to improve at the semantic, syntactic, and morphological level. Although peer feedback showed some limitations, it can be concluded that it is a helpful toolin the development of writing skills in EFL contexts.