Using Corpora for Error Correction in EFL Learners’ Writing

Luo, Qinqin; Liu, Ying

doi:10.17507/jltr.0606.22

Cited by 22 publications

(27 citation statements)

References 25 publications

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“…Students in the experimental group made obvious improvement and behaved much better than learners in the control group in writing accuracy. This result is consistent with Luo and Liao’s ( 2015 ) study that the persistent use of corpora in revision tasks can help learners reduce errors in writing. As stated by Corder ( 1981 ), making learners try to discover the correct language patterns could often be more instructive and helpful to them.…”

Section: Discussionsupporting

confidence: 92%

The effects of data-driven learning activities on EFL learners’ writing development

Luo

2016

SpringerPlus

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Data-driven learning has been proved as an effective approach in helping learners solve various writing problems such as correcting lexical or grammatical errors, improving the use of collocations and generating ideas in writing, etc. This article reports on an empirical study in which data-driven learning was accomplished with the assistance of the user-friendly BNCweb, and presents the evaluation of the outcome by comparing the effectiveness of BNCweb and a search engine Baidu which is most commonly used as reference resource by Chinese learners of English as a foreign language. The quantitative results about 48 Chinese college students revealed that the experimental group which used BNCweb performed significantly better in the post-test in terms of writing fluency and accuracy, as compared with the control group which used the search engine Baidu. However, no significant difference was found between the two groups in terms of writing complexity. The qualitative results about the interview revealed that learners generally showed a positive attitude toward the use of BNCweb but there were still some problems of using corpora in the writing process, thus the combined use of corpora and other types of reference resource was suggested as a possible way to counter the potential barriers for Chinese learners of English.

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Section: Discussionsupporting

confidence: 92%

The effects of data-driven learning activities on EFL learners’ writing development

Luo

2016

SpringerPlus

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“…This is consistent with the study conducted by Tono et al (2014) which evidenced that the DDL approach, although they did not make a distinction between IDDL and DDDL, significantly improved omission and addition errors. Likewise, in a study done by Luo and Liao (2015), corpus consultation in revision tasks helped learners have an obvious decrease in their writing errors. Similar to the current study, Yoon and Jo (2014) compared the effect of direct and indirect DDL approaches on error correction in L2 writing.…”

Section: Discussionmentioning

confidence: 98%

Concordancing in writing pedagogy and CAF measures of writing

Samoudi

Modirkhamene

2020

International Review of Applied Linguistics in Language Teaching

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Since the early twenty-first century, data-driven learning (DDL) approach that is a pedagogical application of corpus linguistics in classroom, has introduced a paradigm shift in EFL instruction. Research output, however, concerning this inductive, discovery-oriented learning is equivocal. This study, thus, explored the application of both native-speaker and local learner corpora, attesting the effect of direct vs. indirect DDL activities on 39 EFL learners’ development in CAF measures of writing. To this end, two experimental groups were taught through corpus consultation, but the control group received the conventional method of using a textbook, teacher explanations, and classroom exercises. Results obtained from three (two experimental and one control) groups of participants’ writing performances pre and post to seven sessions of paragraph writing confirmed the significant role of indirect DDL in writing more accurate and fluent paragraphs; however, no statistical evidence was found as regards syntactic complexity. Moreover, no significant effect of the direct DDL method in improving learners’ writing was observed, which is, thus, interpreted as suggestive that applying indirect DDL could be more effective than the direct DDL approach. It is concluded that classroom-based computers are not necessarily essential tools to implement the DDL pedagogy.

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“…However, from the 1980s, there has been an interest in more direct applications of Corpus Linguistics as both teachers and learners were seeking more interaction with corpora. Ever since the 1980s up to now, many studies and researchers have worked on the correlation between CL and ELT (e.g., Smart 2014;Yoon & Jo, 2014;Luo & Liao, 2015). Applying corpus linguistics in the classroom to teach language can be induced by the educators who prepare and use corpus-derived teaching material within their language classroom, or directly by learners who make corpus research studying various linguistic elements like grammar, vocabulary and discourse.…”

Section: Corpora In Eltmentioning

confidence: 99%

Saudi EFL learners’ Perceptions of The Use of Corpora in Academic Writing Teaching

Alsolami¹,

Alharbi²

2020

SELT

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The study explores Saudi EFL learners’ perceptions of the effect of applying corpus-based approach as a pedagogical approach on academic writing instruction. The purpose of the study is to evaluate students’ perspectives towards using corpus-based activities on their academic writing learning, more precisely, their lexico-grammatical abilities. In the study, seven female preparatory year students at an intermediate language proficiency level participated. Learners were asked to compose written tasks during three weeks using corpus tools. To explore learners’ attitudes, semi-structured interviews were conducted. The results of the interviews suggest that learners have positive attitudes towards the corpus-based approach to their academic writing performance. Based on the results of the interviews, four themes were found to be recurrent in learners’ responses, which are: Increasing Learners’ Confidence as EFL Writers, Fostering learners’ Language Awareness, Providing Availability of Input, and Promoting Learners’ Autonomy.

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Using Corpora for Error Correction in EFL Learners’ Writing

Cited by 22 publications

References 25 publications

The effects of data-driven learning activities on EFL learners’ writing development

The effects of data-driven learning activities on EFL learners’ writing development

Concordancing in writing pedagogy and CAF measures of writing

Saudi EFL learners’ Perceptions of The Use of Corpora in Academic Writing Teaching

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