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

Abstract

Abstract:The purpose of this study, titled the role of peer correction and teacher feedback in the improvement of writing skills in high school students, is to compare the two types of feedback in EFL writing and determine their effectiveness in reducing morphological, semantic, and syntactic errors. This study was conducted at a private bilingual institution in Babahoyo with 30 students of English as a Foreign Language from second year of senior high school. A mixed methodology was used in this study, which included quantitative and qualitative data, as well as survey and observation techniques. In this way, qualitative data were collected using the following instruments: pre-test, student writing, post-test, and student survey, while quantitative data were analyzedusing an Excel table. The results indicated that both types of feedback enhanced students' writing abilities,but that teacher-provided corrective feedback was more effective at identifying and correcting errors. On the other hand, peer feedback facilitated interaction and basic error correction. Additionally, it was found that all students prefer teacher-provided corrective feedback because it has been shown to be more effective.