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

Abstract

Abstract: The present research explores the role of peer correction and teacher feedback in the improvement of writing skills in high school students. Thirty students of nineth year of a public school from Machala were the participants of this study. To gather data, a pre and post written test,and 6 paragraphs were applied to the participants. To score their production a rubric that includes the semantic, sintactyc and morphological aspects was used. In addition, a checklist was employed based on peer correction and finally, a student survey perception was applied. A mixed method was used to reveal the effectiveness of peer and teacher feedback in improving writing performance. Therefore, the results conclude that teacher feedback could produce slightly effects on student s writing improvement compared to peer correction. Besides, the students perceived the teacher s intended feedback more positively than peer feedback. It was detected that the most of participants had more difficulties with the morphological errors at the moment of writing and the interference of the first language was the main reason that contributed to students made mistakes.