Developing a corpus-based paraphrase tool to improve EFL learners' writing skills

Chen, Ming Hong; Huang, Shih‐Ting; Chang, Jason S.; Liou, Hsien‐Chin

doi:10.1080/09588221.2013.783873

Cited by 46 publications

(34 citation statements)

References 26 publications

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“…Despite such limitations of MT, this freely available technology is widely used and is found to offer numerous benefits in teaching and learning of a foreign/second language. Previous studies have revealed that MT use in language learning can enhance fluency (Garcia & Pena, 2011), accuracy (Tsai, 2019), paraphrasing skills (Niño, 2009), and lexical choice (Chen et al, 2015). Tsai (2019) evaluated Chinese students' written texts that were first written in the native language (Chinese), then drafted in English, and lastly translated into English using Google Translate.…”

Section: Limitations and Benefits Of Mtmentioning

confidence: 99%

The Effect of L2 Proficiency on Post-editing Machine Translated Texts

Chung¹

2020

The Journal of AsiaTEFL

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The present study examines how proficiency in the second language (L2) affects language learners' ability to post-edit texts that are machine-translated from the learners' native language (L1) to L2. More specifically, the study investigates how L2 proficiency level affects the degree to which Korean learners of English can discern the accuracy of L1-to-L2 machine-translated (MT) text and whether it affects the level of errors (word, phrase, clause, sentence) that are corrected in the post-editing process. Fifty-nine Korean university students' proficiency was measured using a cloze test and a writing test. They were then given a source text (Korean) and a machine-translated text (English) and were asked to detect and correct as many errors as they can. The overall results of the study showed that L2 proficiency does have a significant effect on how language learners post-edit machine-translated output. With increasing proficiency, the number of corrections increased especially above the wordlevel, and significant group differences could be found in post-editing patterns of the MT text. The findings have important pedagogical implications for integrating MT activities in L2 classrooms with learners of different proficiency levels.

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Section: Limitations and Benefits Of Mtmentioning

confidence: 99%

The Effect of L2 Proficiency on Post-editing Machine Translated Texts

Chung¹

2020

The Journal of AsiaTEFL

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“…This online tool has been serving millions of people to improve their English language skills and look up the precise word with more than three million synonyms and antonyms (https://www.thesaurus.com/). This digital tool lends support to academic writing (Chen, Huang, Chang, & Liou, 2015;Schcolnik, 2018).…”

Section: Thesauruscommentioning

confidence: 99%

Perceptions of ESL Students about Using Web-Concordancing and Language Reference Resources in Academic Writing

Shakib

Samad

Razali

et al. 2020

Humanities and Social Sciences Letters

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“…As a result, learners performed marginally better while using COCA for the enhancement of revision skills in writing. Chen et al [36] also used the direct DDL approach, aiming to compare the effectiveness of a corpus-based paraphrase tool PREFER and dictionaries in improving students' writing performance. These studies all confirmed the advantages of corpora as reference resources in handling learners' writing problems, but they could not completely replace the dictionaries.…”

Section: Research Focus and Major Findingsmentioning

confidence: 99%

Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies

Luo

Zhou

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Corpus technology is commonly used by researchers and professionals for language description; however it can also be employed by second or foreign language learners in what has come to be known as data-driven learning (DDL). DDL has been suggested as an effective approach to improve second language (L2) learners' writing competence. To popularize DDL approach among ordinary language teachers and learners, this paper offers an overview of empirical DDL research in writing published from 2010 to 2016, which can provide insights into how DDL approach is integrated into an actual writing classrooms and how much it can contribute to the development of L2 writing skill. The analysis of the surveyed studies reveals the great potentials of DDL activities in L2 writing class from different perspectives but it's also found that corpora are not superior to other traditional reference tools for some consultation purposes. For certain lexical problems, L2 learners are more willing to consult online dictionaries or other conventional tools. It is thus suggested to develop online platforms which could provide easy and free access to the userfriendly corpora along with other types of reference tools. The tendency of future studies is also predicted in the end.

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Developing a corpus-based paraphrase tool to improve EFL learners' writing skills

Cited by 46 publications

References 26 publications

The Effect of L2 Proficiency on Post-editing Machine Translated Texts

The Effect of L2 Proficiency on Post-editing Machine Translated Texts

Perceptions of ESL Students about Using Web-Concordancing and Language Reference Resources in Academic Writing

Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies

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