Parallel Corpora in EFL Writing Classrooms: Are They Effective?

Autor/inn/en	Yahya, Noorchaya; Alotaibi, Hind; El-Dakhs, Dina Abdel Salam
Titel	Parallel Corpora in EFL Writing Classrooms: Are They Effective?
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 10 (2020) 2, S.23-39, Artikel 2 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alotaibi, Hind) ORCID (El-Dakhs, Dina Abdel Salam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2020040102
Schlagwörter	Computational Linguistics; Females; Undergraduate Students; English (Second Language); Second Language Learning; Second Language Instruction; Writing Instruction; Foreign Countries; Comparative Analysis; Language Tests; Language Proficiency; Writing Assignments; Writing Improvement; Student Attitudes; Writing Tests; Bilingualism; Semitic Languages; Course Evaluation; Saudi Arabia + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; Weibliches Geschlecht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Ausland; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Writing test; Schreibtest; Bilingualismus; Arabisch; Hebräisch; Saudi-Arabien
Abstract	This study reveals the impact of using parallel corpora on EFL students' writing, and how students perceive it. Female undergraduates (n=46) in an EFL writing course in Saudi Arabia were divided randomly into experimental and control groups taught by the same instructor, using the same materials. Students in the experimental group were introduced to three parallel corpora and encouraged to use them in their writing. Tests at the beginning of the semester showed no difference in English proficiency or writing ability between groups. Over the semester, students in both groups also wrote 5 writing assignments and took three writing exams. To examine students' perceptions of parallel corpora, students in the experimental group were asked to write a self-evaluation report and answer an evaluation questionnaire. Quantitative and qualitative analysis showed significant improvement in their writing but no significant difference between groups. However, students' perception of parallel corpora was generally positive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01