Exploring the effects of corpus-based business English writing instruction on EFL learners’ writing proficiency and perception

Tsai, Yea-Ru

doi:10.1007/s12528-021-09272-4

Cited by 11 publications

(4 citation statements)

References 60 publications

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“…The data provided us with insights into the significance of proficiency and perceptions when exploring self-efficacy in EFL learners. Our results are congruent with previous evidence suggesting that these perceptions may vary depending on the learners' proficiency levels, as indicated by studies that examined both elements together and obtained similar results (Alotaibi, 2022;Tsai, 2021;Wu, 2022).…”

Section: Discussionsupporting

confidence: 92%

“…There is evidence, however, that learner perceptions may vary depending on their proficiency (Alotaibi, 2022;Tsai, 2021;Wu, 2022). To define EFL proficiency, Arisman (2020) stipulates that language proficiency refers to the extent to which a person can use a language in terms of vocabulary, writing, reading, speaking and communicative skills.…”

Section: Learners' Perceptions Of Efl Learningmentioning

confidence: 99%

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Perceptions towards public English as a foreign language education in Mexico: Insights from secondary school learners

Manrique,

Izquierdo

2024

Sinéctica

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Exploring students’ perceptions of English as a foreign language learning serves to understand the achievements of public education. This study examines the perceptions of public secondary learners in Mexico. These research questions were addressed: What kind of perceptions do secondary school students have about learning English in public education? How does their language proficiency affect these perceptions? To answer these questions, a quantitative descriptive study was carried out with 114 students of 2nd grade in a public secondary in Tabasco. The participants completed three quantitative instruments: a sociodemographic survey, to document their background in English and general information; an English test, to classify them into different language proficiency levels, and a four-point Likert-type questionnaire, to identify their perceptions about learning English. The results reveal that students with greater competence have better perceptions about learning English in public education and that perceptions about achievements and learning tasks vary with competence, highlighting the importance of research around key actors in education: the student, as well as the selection of strategies to improve their language skills and perceptions about English as a foreign language learning in public education.

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Section: Discussionsupporting

confidence: 92%

Section: Learners' Perceptions Of Efl Learningmentioning

confidence: 99%

Perceptions towards public English as a foreign language education in Mexico: Insights from secondary school learners

Manrique,

Izquierdo

2024

Sinéctica

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“…After instruction of ten weeks, the participants' evaluations were gathered and showed that not only were most of their language problems effectively solved, but also their lexico-grammar knowledge and awareness enhanced. Tsai (2021) examined the effectiveness of corpus-based instruction in improving undergraduate business students' lexical and syntactic proficiency. By comparing the performance of 49 EFL students following corpus-based instruction and 58 EFL students following lecture-based instruction, the researcher found that the former group outperformed the latter in post-test with respect to lexical and syntactic complexity.…”

Section: Lexico-grammatical Patternsmentioning

confidence: 99%

Should We Use It in Our Classrooms: An Analysis of Data-Driven Learning Research

Bao

2021

ELR

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Corpus linguistics has become increasingly important to both language researchers and teachers over the past three decades. As a popular practice of corpus linguistics, Data-Driven Learning (DDL) sees a rapidly growing body of research as well as instruction in the field. There is, however, a lack of comprehensive literature reviews that summarize the effectiveness, learners’ perception, as well as factors affecting the success of DDL to guide its practices. In response, this study analyzes previous DDL research to show the feasibility of the activities in EFL classrooms. For the purpose, we collected and analyzed relevant research articles from 19 journals in the discipline of applied linguistics. Our analysis revealed that while DDL has been proved generally effective in improving learners’ target language proficiency with respect to a variety of linguistic aspects, a set of its drawbacks have been elicited from the learners. The results indicate the instructors’ need to take into account the learner as well as technique background before the introduction of DDL into their classrooms.

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“…Data-driven learning (DDL) is an instructional approach that provides learners direct access to authentic language examples acquired from corpora. Prior research has explored the integration of DDL and GBA in teaching various written genres, primarily focusing on academic writing genres while neglecting writing for business purposes (Tsai, 2021). Addressing said gap, this study aimed to integrate GBA and DDL as a promising method for teaching business email writing to enhance students' communication skills in a global business setting.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Business Email Writing Ability through the Integration of Genre-based Approach and Data-driven Learning

Sujinpram,

Wannaruk

2024

INT J INSTRUCTION

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Email functions as a pivotal tool in facilitating today’s business correspondence. Similar to other written genres, email incorporates distinct conventions and linguistic patterns that are recognized within a particular community. Deviating from the established conventions and recurring patterns can pose challenges for individuals engaging in communication within this genre. This study, which utilized a mixed methods research design, formulated a teaching approach that synergized genre-based approach (GBA) with data-driven learning (DDL) to facilitate business email writing instruction, while its effectiveness in enhancing students’ aptitude for written communication was investigated. The participants comprised 24 EFL university students with elementary (n=12) and intermediate (n=12) English proficiency levels from diverse academic disciplines. They underwent a 10-hour instructional course designed to augment their business email writing competence. Data were collected through pre-test and post-test assessments, supplemented by semi-structured interviews. The findings indicated a statistically significant improvement in participants’ business email writing ability subsequent to the intervention. Qualitatively, students’ post-intervention emails exhibited well-organized structure, comprehensive content, and contextual appropriateness, underpinned by practical, professional, and linguistically accurate language use. Furthermore, students expressed satisfaction with the pedagogical approach as it effectively prepared them for real-world business email communication.

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Exploring the effects of corpus-based business English writing instruction on EFL learners’ writing proficiency and perception

Cited by 11 publications

References 60 publications

Perceptions towards public English as a foreign language education in Mexico: Insights from secondary school learners

Perceptions towards public English as a foreign language education in Mexico: Insights from secondary school learners

Should We Use It in Our Classrooms: An Analysis of Data-Driven Learning Research

Enhancing Business Email Writing Ability through the Integration of Genre-based Approach and Data-driven Learning

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