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

Abstract

Abstract: The present investigation 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 feedback and their efficacy for the improvement of morphological, semantic, and syntactic errors in EFL writing.This study was conducted in a private bilingual institution in Machala, and the participants were 30 second-year seniorhigh school students with a level ofEnglishB1. The entire investigative process was conducted through a mixed approach, collecting quantitative and qualitative data via survey and observation research techniques. The data collection instruments werethe students' writings throughout the research process, and the data analysis instruments werea pre-test, post-test, peer feedback checklist, and student surveys.The results reveal that peer feedback was less effective at detecting and correcting students' errors than teacher feedback and all students preferredteacher corrective feedback because they are already familiar with it and teacher feedback providedadditional information throughout the research process that has enabled them to improve their writingskills, as evidenced by the pre-and post-test.