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

Abstract

Abstract: Feedback is a vital part of assessing students reason why it is necessary to constantly investigate and innovate in how it is given. Despite that there have been previous investigations that proof the necessity of using other types of feedback, teacher feedback seems to prevail in many institutions, this is why it was necessary to study the role of both teacher and peer feedback on improving writing skills in high school students. This research took place in a public institution located in San Jacinto del Búa-Ecuador. The participants were high school students with ages between 15 to 16 years old and were both female and male. This investigation used quantitative and qualitative research for obtaining information that can contrast the efficacy of both types of feedback as well as analyze the students perceptions; it studies texts written by the students (a pre-test, 6 paragraphs and a post-test), and includes a survey to obtain the participants opinion. This investigation led to conclude that even though peer feedback has clear benefits and advantages, teacher feedback remains as the most reliable source of feedback for students in public institutions.