Assessing the influence of peer feedback on the enhancement of writing skills in high school english education.

Abstract

This study examines the influence of peer feedback on writing skill enhancement in high school English education through a quantitative survey-based approach. A purposive sample of 55 students and 3 teachers from a public high school in Salinas, Ecuador participated in the research. Data were collected using structured surveys measuring student perceptions of peer feedback effectiveness and teacher observations of its implementation. Results revealed overwhelmingly positive perceptions, with 89.1% of students reporting writing improvement through peer feedback. Strong correlations were found between error identification and writing enhancement (r = 0.991), indicating interconnected benefits across multiple writing dimensions. Teachers unanimously agreed that peer feedback promotes critical thinking, improves grammar, and provides time-efficient feedback mechanisms. The findings suggest that peer feedback serves as an effective pedagogical tool that simultaneously develops technical writing skills, critical thinking abilities, and writing self-efficacy in high school English contexts.