Effects of Corpus‐Aided Language Learning in the <scp>EFL</scp> Grammar Classroom: A Case Study of Students' Learning Attitudes and Teachers' Perceptions in Taiwan

Lin, Ming Huei

doi:10.1002/tesq.250

Cited by 27 publications

(37 citation statements)

References 47 publications

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“…Advancements in ICT have created the demand for innovative use of digital technology in the language education context ( Lin, 2015 ; Kozar, 2016 ; Liu et al, 2017 ; Taghizadeh and Yourdshahi, 2019 ). VR technology is a potential tool to remedy the lack of opportunities for students to gather writing materials through detailed observation of phenomena.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

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Phenomenographic research about teachers’ conception of teaching has consistently revealed that teachers’ conception of teaching influence their classroom practices, which in turn shape students’ learning experiences. This paper reports teachers’ conceptions of teaching with regards to the use of interactive spherical video-based virtual reality (ISV-VR) in Chinese descriptive composition writing. Twenty-one secondary teachers in Hong Kong involved in an ISV-VR-supported Chinese descriptive writing program participated in this phenomenographic study. Analyses of the semi-structured interviews establish seven conception categories that are specifically related to the use of ISV-VR for descriptive Chinese composition writing: (1) offering students more observational opportunities; (2) improving students’ writing skills; (3) promoting students’ learning participation and motivation; (4) shifting learning from teacher-centric to student-centric, (5) enhancing collaborative learning among students; (6) cultivating students’ positive values and moral character, and (7) shaping students’ self-identity as “writers.” The concurrent and convenient access to the ISV-VR resources was for the teachers an enriched and supportive environment for them to cultivate students’ writer identity. In addition, it was discovered that the structural relationships of the conceptions may be better organized along three axes of continuum: conception’s orientation, teaching attention locus, and understanding of writing. These categories form a hierarchy from skill-oriented to community-oriented, and finally to identity-oriented conception. The findings may provide researchers and practitioners with novel insight into the teaching of composition writing in the contexts of L1 acquisition supported by virtual reality technology.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

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“…For example, students' learning preferences were not taken into consideration in this study. Looking into this aspect may cast different light on the effects of blogging since learner profiles are generally believed to have a corresponding effect with different pedagogies (cf., Lin, 2016). Additionally, the corpora built for this study may seem insufficient to rigorous corpus linguists.…”

Section: Discussionmentioning

confidence: 98%

Revisiting the Effects of Blog-Aided Language Learning on EFL Student Writers: A Corpus Approach

Lee¹,

Lin²

2019

IJEL

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Taking a corpus approach, this study analyzed writing samples collected from student bloggers and non-blogging students. The aim was to determine whether the two groups of students wrote with different linguistic features (tokens, types, token-type ratio, parts of speech, and lexical features). Any similarities and differences found in the comparison between the writing samples would have implications for the effects of the blogging approach on student writers. The results show that the non-blogging student writers wrote more (tokens, types) than the student bloggers did; there were also differences between the two groups of students writing in terms of POS tags in their writing and the results of keyword analysis. However, a closer look at the differences found here suggests no particularly significant variations between the textual information created by the two groups of students. Nevertheless, taken together, the results tend to suggest that classroom blogging had a relatively weaker effect than the conventional teaching approach on Taiwanese EFL student writers.

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“…In the meantime, the textbook writers are not familiar with corpus and have lack of sufficient knowledge on how to utilize corpus for designing textbooks (Burton, 2012). In a wider context of ELT, corpus itself is still less acknowledged because of enormous factors, such as technology use, unfamiliar terms, and limited access to the Internet (Kim, 2019;Kızıl & Savran, 2018;Lai, 2015;Leńko-Szymańska, 2015;Lin, 2016). Therefore, this study attempts to elaborate one of the fundamental reasons of revisiting the language content of textbooks and consult the content with corpora.…”

Section: Discussionmentioning

confidence: 99%

A Corpus-Based Analysis of Future Tense Markers in Indonesian EFL Textbooks for Senior High School

Oktavianti

Prayogi

2020

IJEFL

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A well-designed textbook can enhance the teaching and learning of a foreign language and it should also consider the authenticity aspect of the target language. This paper aims at studying the use of future tense markers (i.e. will, be going to) in three EFL textbooks for senior high school in Indonesia and comparing to one of the biggest English corpora, Corpus of Contemporary American English, to investigate the authenticity of the textbooks. This study employs corpus-based analysis as it focuses on the frequency and collocates of future tense markers. This study, however, delimits the scope in conversations of the textbooks and the spoken sub-corpus. It shows that, although ‘will’ and ‘be going to’ are used in the textbooks and the corpus, there are some distinctions observed, be they the frequency of use or the collocates preceding the future tense markers. As for the semantic of the verb collocates, there seem to have many differences. These differences then need to be revisited and re-evaluated to improve Indonesian EFL textbooks materials to equip the English learners in a foreign language context with actual language use.

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Effects of Corpus‐Aided Language Learning in the EFL Grammar Classroom: A Case Study of Students' Learning Attitudes and Teachers' Perceptions in Taiwan

Cited by 27 publications

References 47 publications

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Revisiting the Effects of Blog-Aided Language Learning on EFL Student Writers: A Corpus Approach

A Corpus-Based Analysis of Future Tense Markers in Indonesian EFL Textbooks for Senior High School

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