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

Abstract

Abstract: The present study titled: The role of Peer Correction and Teacher Feedback in The Improvement of writing skills in high school students aims to analyze the differences between peer correction and teacher corrective feedback and their efficacy for the improvement of morphological, semantic, and syntactic errors in English as foreign language (EFL)writing.This study took place in a private bilingual institution in the city of Quito,Pichincha province.The participants were thirty second-year high school students.In addition, the current research employed a mixed methodologywhich is a combination of quantitative and qualitative approaches with techniques, such as class observation and students survey. Additionally, the instruments applied to gather the data were a pre-test, student writing compositions, a post-test, and astudent questionnaire.The main results of this research indicate that combining both types of feedback was effective in helping students reduce semantic, syntactic, and morphological errors while also improving their writing skills. Furthermore, it was discovered that students prefer bothtypes of feedback but are hesitant to assume their evaluative role fully during the implementation of peer correction.