A comparison of the effectiveness of EFL students’ use of dictionaries and an online corpus for the enhancement of revision skills

Abstract

Qualitative research focusing primarily on advanced-proficiency second language (L2) learners suggests that online corpora can function as useful reference tools for language learners, especially when addressing phraseological issues. However, the feasibility and effectiveness of online corpus consultation for learners at a basic level of L2 proficiency have been relatively unexplored. The current study of Japanese-L1 (first language) learners in an EFL (English as a foreign language) context (N = 117) addresses these gaps in research. A preliminary investigation (Experiment 1) examined EFL learners (n = 78) as they used the Corpus of Contemporary American English (COCA: Davies, 2008-) to revise essays. Experiment 2 (n = 39) used a within-subjects comparison to determine whether participants attained greater accuracy in supplying the missing word in a gap-fill test when using an electronic dictionary or COCA. The survey results from the two experiments revealed that participants generally found using an online corpus difficult. In Experiment 2, a paired-samples t-test showed that participants, at an alpha of p = .05 two-tailed, were marginally better able to answer test questions when using the online corpus than they were when using an electronic dictionary, p = 0.030. The implications of the study within the context of previous research are discussed along with pedagogical recommendations and possible avenues for future research.

Effect of Divergent Thinking Models Based on Bitmap Graphical Sources towards Student’s Achievement in Exploring Fact Essay Writing Content

“…Their finding shows that the integration of interactive multimedia sources can serve as a special guide to ensure the student achievement in essay writing is outstanding. It is undeniable by Mueller and Jacobsen (2016) including the significant findings from the research that an integrated online collaborative approach is strongly recommended. Supporting research by Iqbal and Muhammad (2015) has shown that multi-sensory that based on interactive multimedia stimulates many senses of the learners.…”

Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies

“…In 12 of the studies, the exposure to DDL was more than 5 weeks. It seems that studies by Chang [26] and Muller & Jacobsen [33] lasted for the longest time, which was 22 weeks and 6 months respectively. The studies based on longer-time experiment usually started with a course or project and then presented the research questions to evaluate some aspects of DDL, while the shorter-time study often began with the research question and then create an experimental situation mainly in the form of one-time tests or questionnaires.…”

“…In these studies, the duration of experiment is reported in different ways, which makes the comparison difficult. Most studies introduced it by giving weeks but the second experiment in Muller & Jacobsen [33] is reported by showing months. Besides that, there were two studies [30] [34] describing the duration of DDL by showing semester.…”

“…The results revealed the obvious advantages of paper-based or indirect DDL in improving the accuracy and complexity of students' writing. Unlike the two studies, Muller & Jacobsen [33] adopted a direct DDL approach, trying to figure out whether EFL learners achieved greater accuracy in tackling the identified language problems when using an electronic dictionary or COCA. As a result, learners performed marginally better while using COCA for the enhancement of revision skills in writing.…”

“…This type of study is in the minority. Some studies [16] [21][26] [33] which fall into the first two groups have also reported students' attitudes, but the investigation of attitudes is only one minor part of their research thus they are excluded from this type. In the studies that fall into the last group, data are mainly collected by questionnaires or surveys and interviews.…”