Specificity in English for Academic Purposes (EAP): A Corpus Analysis of Lexical Bundles in Academic Writing

Ang, Leng Hong; Tan, Kim Hua

doi:10.17576/3l-2018-2402-07

Cited by 11 publications

(7 citation statements)

References 15 publications

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“…Nearly 30% of the grammatical errors made by diploma students in Malaysia involve the use of verb tenses, including present tense verbs. In reality, students have been taught grammar since primary school, yet they still struggle to form grammatical sentences (Darus & Kaladevi, 2009) Stapa & Izahar, 2010) which are partly due to limited vocabulary in the language (Misbah et al, 2017;Ang & Tan, 2018). Thus, this issue must be addressed immediately.…”

Section: Introductionmentioning

confidence: 99%

Game-Based Learning Platform and its Effects on Present Tense Mastery: Evidence from an ESL Classroom

Idris¹,

Said²,

Tan³

2020

IJLTER

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In the 21 st century, gamified learning is found to be essential for educators to assist students in achieving mastery of English grammar because the English language proficiency of Asian students, including Malaysians, remains at an unacceptable level. However, the literature on the effects of gamification on the learning of English tenses is somewhat limited. To address this issue, this study aims to examine the effectiveness of Kahoot!, a game-based learning platform, in reinforcing simple present tense verb learning amongst young Englishas-a-second-language (ESL) learners. A total of 31 Year 3 students (aged 9) at a national primary school in the central region of Peninsular Malaysia were involved in the study. A one-group pre-test post-test research design was employed with an intervention programme that spanned four weeks. Results analysed using paired sample t-test revealed that the performance of pupils in the post-test improved significantly (M =5.61, SD=2.04) with the application of Kahoot! as compared with that in the pre-test (M=3.35, SD=1.89). Discussion of the main findings revealed that gamification, through its captivating features, was responsible for lowering the learners' affective filter during grammar lessons and subsequently increasing their learning motivation. The implications of the findings suggest that Kahoot! is a relevant teaching tool for the current generation of learners and educators may explore the possibilities which Kahoot! has to offer with other grammatical components.

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Section: Introductionmentioning

confidence: 99%

Game-Based Learning Platform and its Effects on Present Tense Mastery: Evidence from an ESL Classroom

Idris¹,

Said²,

Tan³

2020

IJLTER

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“…English prepositional usage, prepositional usage after verbs in particular, tends to pose a daunting challenge to second language (L2) learners from a variety of first language (L1) backgrounds (Rastall, 1994;Catalán, 1996;Celce-Murcia & Larsen-Freeman, 1999;Cowan, 2008;Asma, 2010;Yu & Yoo, 2010;Hong et al, 2011;Seilhamer, 2011;Humeid, 2013;Sumonsriworakun & Pongpairoj, 2017). This problem also occurs among L1 Thai learners of English (Lekawatana, 1969;Pongpairoj, 2002;Humphries & Phoocharoensil, 2011;Sumonsriworakun & Pongpairoj, 2017), and may be largely attributed to differences in prepositional usage after verbs in English and Thai (Pongpairoj, 2002;Sumonsriworakun & Pongpairoj, 2017).…”

Section: Introductionmentioning

confidence: 99%

Coursebooks or the BNC? Teaching English Verbs and Their Dependent Prepositions

Sumonsriworakun

2023

rEFLections

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The study compares English dependent prepositions of the verbs agree, apply, and die shown in English language coursebooks and a corpus. It also suggests English prepositional verbs and their dependent prepositions that are suitable for teaching to L1 Thai learners and a method that should be employed for the instruction. The data were collected from four English language students’ books used by many upper secondary schools in Thailand and the British National Corpus. The findings demonstrate that the coursebooks offer nearly all of the most frequent dependent prepositions of the verbs with scant sentence examples and collocations, while the corpus reveals more dependent prepositions with numerous sentence examples and collocations. Further, the corpus data provide many noun collocates that can be arranged into themes according to their semantic preferences. It is advisable that the coursebooks and corpus data should be used in Thai EFL class to complement each other. The most frequent constructions should also be taught as phraseology through indirect access to data-driven learning, with suggested inductive activities and examples of simplified key word in context concordances.

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“…Although the English language is taught as a second language in the formal schooling system starting from preschool, most students' English proficiency, especially from rural areas, remains unsatisfactory. Past studies have shown that Malaysian learners still face difficulties in English writing (Siti Hamin & Mohd Mustafa, 2010;Ang et al, 2011;Wong, 2012;Manokaran, Ramalingam & Adriana, 2013;Hazita Azman, 2016;Ang & Tan, 2018).…”

Section: Introductionmentioning

confidence: 99%

Error Types in Malaysian Lower Secondary School Student Writing: A Corpus-Informed Analysis of Subject-Verb Agreement and Copula be

Ang

Tan

Lye

2020

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Specificity in English for Academic Purposes (EAP): A Corpus Analysis of Lexical Bundles in Academic Writing

Cited by 11 publications

References 15 publications

Game-Based Learning Platform and its Effects on Present Tense Mastery: Evidence from an ESL Classroom

Game-Based Learning Platform and its Effects on Present Tense Mastery: Evidence from an ESL Classroom

Coursebooks or the BNC? Teaching English Verbs and Their Dependent Prepositions

Error Types in Malaysian Lower Secondary School Student Writing: A Corpus-Informed Analysis of Subject-Verb Agreement and Copula be

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