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Abstract. The recent interest in utilizing a large collection of authentic electronic language resources, called a corpus, has increased in tertiary institutions to facilitate student language learning. The examination of a corpus has made it possible for students to analyze multiple language examples and the patterns of co-occurred words. This approach, referred to as 'data-driven learning', assists students in becoming more aware of language use and patterns of various forms. This paper outlines the research conducted for the purpose of examining how Japanese students perceive the efficacy of exploring different types of corpora: one corpus familiar to students, and the other, the Brown Corpus which was unfamiliar to students. Specifically, the focus was on examining the relationships between the students' proficiency levels and their perceptions of using different types of corpora.

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Recently, information and communication technology (ICT) in Japanese tertiary institutions have begun to play an increasingly important role in teaching and learning of foreign languages. This technology helps students have access to various kinds of language learning materials and resources through the websites any time and anywhere. Online or web-based language courses provide Japanese students with the variety and flexibility to work at their own level and pace through this technology. However, a major issue to be considered when implementing these courses is the fact that traditionally Japanese students are not culturally self-directed or autonomous language learners. The purpose of this study was to examine how Japanese students perceived two different approaches of self-directed language learning projects through the evaluation of English language websites. The findings suggested that the students’ perceptions of the research-based project using websites were positive and they were able to regulate their own learning process.