Corpora as open educational resources for language teaching

Vyatkina, Nina

doi:10.1111/flan.12464

Cited by 42 publications

(8 citation statements)

References 29 publications

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“…Several studies have proposed specific types of digital resources which can be used for OERs. Some studies [10,18] focused on the use of corpora. Pérez-Paredes et al [10] proposed that corpus and natural language processing technology tools can be used for OER as they promote individual and personalized learning.…”

Section: Previous Studies On Oers For Language Learningmentioning

confidence: 99%

“…Pérez-Paredes et al [10] proposed that corpus and natural language processing technology tools can be used for OER as they promote individual and personalized learning. Vyatkina [18] recommended that corpora can be used as open educational resources for language teaching. Various examples in the teaching of German were provided.…”

Section: Previous Studies On Oers For Language Learningmentioning

confidence: 99%

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Developing an OER Website and Analyzing Its Use during the COVID-19 Pandemic

Chen

2020

English Teaching & Learning

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The outbreak of COVID-19 has pushed many teachers and students to change their traditional ways of teaching and learning, which also required them to become more familiar with using various online resources. UNESCO emphasized that more quality open educational resource (OER) materials should be made available to teachers and students. Compared to many commercial sites, OERs have been constantly criticized for their poor quality (International Commission on the Futures of Education, 2020 ). However, so far, insufficient attention has been paid to the improvements and promotion of OERs. To fill this important gap, this paper first introduces how we use various computer-assisted language learning (CALL) and natural language processing (NLP) technologies and the free resources around the world to develop a comprehensive open-source English learning site called Cool English. The content and major functions of this site are first introduced. An investigation on how the site helped teachers and students during the COVID-19 time (from February to July 2020) was carried out by analyzing the various resources used by teachers and students. In addition, we also discuss several problems and challenges of using this website and other online resources. Through the descriptions and analyses of this website, researchers might be able to gain some experiences in developing and promoting OER sites for English language learners and teachers.

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Section: Previous Studies On Oers For Language Learningmentioning

confidence: 99%

Section: Previous Studies On Oers For Language Learningmentioning

confidence: 99%

Developing an OER Website and Analyzing Its Use during the COVID-19 Pandemic

Chen

2020

English Teaching & Learning

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“…When working with corpora, learners are confronted with authentic and updated linguistic material in digital form. Corpus-based exercise collections are discussed as an example of OERs in Vyatkina (2020). Many open resources can be digitally redesigned and used for pedagogical purposes and used as OERs.…”

Section: Background To the Studymentioning

confidence: 99%

Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study

Kic-Drgas¹,

Seferoğlu²,

Kılıçkaya³

et al. 2023

ReCALL

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This study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers’ perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239 English as a foreign language teachers in these three countries. The main findings indicate that there are several differences among the three countries, including institutional support regarding the use of mobile devices and the training provided to the teachers. Based on the data collected in these countries, it was found that mobile devices are mainly used for teaching and learning on online platforms. Smartphones were one of the most used devices in English language teaching, while computer labs at schools seem to have lost their popularity. Regarding the technologies available, the results of the study reveal that the participants are most familiar with online dictionaries, spell checkers, and online collocation dictionaries, and the participants’ qualifications are linked to certain differences in familiarity and use of technologies in the classroom. Variables such as gender, age, and years of experience do not show any difference in the familiarity or frequency of use of those technologies. The main findings of the study point out the importance of institutional support and training regarding the use of mobile devices and open educational resources, which are no longer a choice but a necessity in education.

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“…Weber (2018), in her article on teaching grammar through literature, writes that linguistic competence and literary competence should be a single goal. Furthermore, Vyatkina (2013Vyatkina ( , 2020 recommends that we maintain a more holistic perspective toward grammar as a meaning-making resource, and she details a usage-based and corpus-based approach to grammar teaching. Numerous are also the studies that reach out to the use of multimedia and computer-assisted tools to teach grammar more effectively (Hoffman & Wanner 2003;Kolesnikova 2012;Vyatkina 2013;Culman, Henry & Van Patten 2009).…”

Section: Beyond Inductive and Deductivementioning

confidence: 99%

The disconnect between textbook and research: Inductive versus deductive approaches to grammar in first-year German college textbooks

Pittman

2021

10.14746/gl

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Foreign language teaching methodologies have changed noticeably in the last hundred years. The emphasis on grammar has decreased, while the focus on communication has increased. Rather than quantitative in nature, these changes concern themselves more with the qualitative question of how grammar is taught. Two common approaches to grammar teaching are the inductive and deductive approach. While they both fall under the explicit grammar-teaching umbrella, research strongly points toward an advantage of the inductive grammar teaching approach. Therefore, a principal question that this article seeks to answer is which approach is more commonly found in current first-year German college textbooks. A detailed analysis of how eleven relevant textbooks present their grammar lessons reveals that the overwhelming majority (N=8) of the textbooks use the deductive approach. These findings indicate a significant disconnect between grammar presentation in textbooks and recent research on successful and effective foreign language teaching. It is strongly recommended that textbook authors and colleagues involved in the textbook selection process be more informed with the research findings in SLA and be instrumental in seeing that these changes are reflected in textbooks and language teaching curricula.

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Corpora as open educational resources for language teaching

Cited by 42 publications

References 29 publications

Developing an OER Website and Analyzing Its Use during the COVID-19 Pandemic

Developing an OER Website and Analyzing Its Use during the COVID-19 Pandemic

Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study

The disconnect between textbook and research: Inductive versus deductive approaches to grammar in first-year German college textbooks

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