Learners’ writing skills in French: Corpus consultation and learner evaluation

O'Sullivan, Íde; Chambers, Angela

doi:10.1016/j.jslw.2006.01.002

Cited by 108 publications

(75 citation statements)

References 19 publications

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“…The results of this study are in agreement with previous studies (Gilmore, 2008;Kennedy & Miceli, 2010;O'Sullivan & Chambers, 2006;Park, 2010;Yoon, 2008) which they empirically examined corpus consultation and concordancing as a language reference resource for improving English-as-second-language writing, elt.ccsenet.org English Language Teaching Vol. 10, No.…”

Section: Discussionsupporting

confidence: 91%

“…The findings of relevant studies revealed that consulting with corpus tools improved collocation and lexico-grammatical patterns of non-native students in their writing (Todd, 2001;Yoon & Hirvela, 2004;O'Sullivan & Chambers, 2006;Gilmore, 2009). However, little research has tracked the process of interaction with corpus consultation during scholarly writing to investigate the participant's cognitive processes and whether the corpus consultation has a possible effect on students' writing.…”

Section: Introductionmentioning

confidence: 99%

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Online Corpus Tools in Scholarly Writing: A Case of EFL Postgraduate Student

Kotamjani¹,

Razavi²,

Hussin³

2017

ELT

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Some studies have reported the positive outcome of using concordancers and dictionaries in (ESL) context. This study aims to examine how an EFL writer consulted with concordancers and dictionaries along with Google and Google Scholar when engaging in academic writing at university level. The researcher investigated a non-English-major postgraduate student corpus consultation over five months. The researcher provided a toolkit including corpus tools; concordancers, collocation dictionaries, thesaurus, Google, in combination with traditional reference resources such as monolingual and bilingual online dictionaries. The participant received a three-session training to consult with different resources while writing research paper. Real-time data, stimulated recall interview, participants' writing and query logs served as the main sources of data. Results showed that the participant was aware of the applicability of each corpus tool. He could successfully solve 604 linguistic problems, and promoted his linguistic awareness. It is implied that corpus tools have the potential to assist EFL writers in proofreading and editing the surface levels of their writing.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Online Corpus Tools in Scholarly Writing: A Case of EFL Postgraduate Student

Kotamjani¹,

Razavi²,

Hussin³

2017

ELT

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“…The difference between web-based and conventional groups, however, was infinitesimal. Not surprisingly, the results of the current study comply with much of previous research that reported a positive impact of prewriting strategies instruction on writing quantity (e.g., Sullivan, 2006). …”

Section: Discussionsupporting

confidence: 90%

CALL, Prewriting Strategies, and EFL Writing Quantity

Shafiee¹,

Koosha²,

Afghari³

2015

ELT

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This study sought to explore the effect of teaching prewriting strategies through different methods of input delivery (i.e. conventional, web-based, and hybrid) on EFL learners' writing quantity. In its quasi-experimental study, the researchersrecruited 98 available sophomores, and assigned them to three experimental groups (conventional, web-based, and hybrid groups) and a control group. The control group received product-oriented writing instruction regarding paragraph writing, whereas the experimental groups were taught, though under different learning conditions, to use prewriting strategies pertinent to generating ideas through freewriting, brainstorming, listing, clustering, and asking wh-questions during the planning stage of writing. The learners' writing quantity was measured, both prior to and after the implementation of the experiment, via counting the number of idea units in the writing tasks which were administered to the learners as the pretest and posttest. One-Way between-groups ANOVA was utilized to analyze and compare the collected dataand to discern whether and to what extent the participants in each group could gain benefit from their specific type of instruction. The results of this study revealed that writing quantity was indeed under the influence of different treatments, with the learners in the hybrid group outperforming their counterparts in all the other groups.

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“…Yoon & Hirvela, 2004;Chambers & O'Sullivan, 2004;O'Sullivan & Chambers, 2006;Park, 2012). O'Sullivan (2004, 2006) conducted a two-phase corpus training project, involving eight graduate students and 14 undergraduate students respectively.…”

Section: Writing Process Researchmentioning

confidence: 99%

“…The international studies are mainly in-depth qualitative studies and case studies (Cresswell, 2007;Lee & Swales, 2006;Chambers & O'Sullivan, 2004;O'Sullivan & Chambers, 2006;Kennedy & Miceli, 2010), addressing concrete and specific questions. Therefore, the generalization of the research results should be exercised cautiously (C. Yoon, 2011), and some of the results are contradictory with each other.…”

Section: Critical Appraisal Of Literaturementioning

confidence: 99%

DDL in L2 Writing in China—A Retrospect and Prospect

2013

UCFL

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This paper reviews papers, in the field of DDL (Data Driven Learning) in L2 (second language) writing, published in international journals and in Chinese journals. Specifically, it compares the journals published in China with journals published internationlly, aiming to inform DDL in L2 writing in the context of China. Differences are found in research methodology, research perspective, and research realm. It is proposed that DDL in L2 writing needs to be localized taking Chinese learners' characteristics into consideration, to inform L2 writing research and teaching in China. Furthermore, empirical research needs to be conducted to discuss DDL in writing teaching.Therefore, future research may seek to localize DDL teaching and research in China.

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Learners’ writing skills in French: Corpus consultation and learner evaluation

Cited by 108 publications

References 19 publications

Online Corpus Tools in Scholarly Writing: A Case of EFL Postgraduate Student

Online Corpus Tools in Scholarly Writing: A Case of EFL Postgraduate Student

CALL, Prewriting Strategies, and EFL Writing Quantity

DDL in L2 Writing in China—A Retrospect and Prospect

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