Using Corpus Tools for Academic Writing in EFL Settings: A Data-Driven Learning Approach

Cangır, Hakan

doi:10.1007/978-3-031-13540-8_9

Cited by 3 publications

(1 citation statement)

References 23 publications

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“…Academic writing in a second language (L2) is commonly regarded as a difficult skill to master, particularly for non-native English speakers who learn English in a foreign language learning context. Scholars have noted that L2 academic writing poses various sociocultural and linguistic difficulties for learners, involving issues such as word choice, grammatical accuracy, sentence structure, and discourse organization, among others (Cangır, 2023), leading to an extensive investigation of effective ways to improve L2 learners' academic writing. To address this issue, corpora and concordancers have gained widespread recognition as essential resources for effective L2 writing, with corpora playing a crucial role in providing authentic and diverse language samples for learners to analyze and learn (Boulton & Vyatkina, 2021;Römer, 2011).…”

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Corpus Used as a Data-Driven Learning Tool in L2 Academic Writing: Evidence From Turkish Contexts

Emir,

Yangın Ekşi

2023

TEFLIN

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This study investigated the effectiveness of using corpus as a data-driven learning (DDL) tool to enhance the academic writing skills of Turkish EFL learners. The study also explored learners’ views of the potential use of corpus in L2 academic writing. To achieve these objectives, a mixed-method sequential explanatory design was employed, involving freshman student teachers enrolled in the Department of English Language Teaching at a state university in Turkey. The participants completed four argumentative essay writing tasks. Two tasks employed conventional techniques for error correction, while the other two utilized corpus as a reference tool for error correction. The latter two tasks were complemented by corpus training for the participants. The results indicated that using corpus as a DDL tool had a significant impact on the academic writing skills of Turkish EFL learners, with notable improvements observed in both grammar and vocabulary use. Participants also expressed positive feedback on the use of corpus as a DDL tool in enhancing their L2 academic writing.

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Corpus Used as a Data-Driven Learning Tool in L2 Academic Writing: Evidence From Turkish Contexts

Emir,

Yangın Ekşi

2023

TEFLIN

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Language for Academic Purposes and Data-Driven Learning

Jablonkai

2024

The Palgrave Encyclopedia of Computer-Assisted Language Learning

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Sketching out Lexico‑Grammatical Patterns in Promotional Discourse Moves with Data Driven Learning

McAllister,

Lavissière

2023

apliut

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This paper contributes to data-driven learning (DDL) literature about English for specific purposes. We examine the potential of DDL, via Sketch Engine, for learning and using persuasive language in a task-based approach to promotional discourse. This study took place in the applied foreign languages department of a French university (Langues étrangères appliquées - LEA). The LEA students’ written productions demonstrate mastery of lexico‑grammatical patterns for persuasive language encountered through Sketch Engine DDL activities. Students were generally favourable to the approach and considered it useful for developing their professional language skills.

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Using Corpus Tools for Academic Writing in EFL Settings: A Data-Driven Learning Approach

Cited by 3 publications

References 23 publications

Corpus Used as a Data-Driven Learning Tool in L2 Academic Writing: Evidence From Turkish Contexts

Corpus Used as a Data-Driven Learning Tool in L2 Academic Writing: Evidence From Turkish Contexts

Language for Academic Purposes and Data-Driven Learning

Sketching out Lexico‑Grammatical Patterns in Promotional Discourse Moves with Data Driven Learning

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