This study tracks and explores 8 participating instructor’s implementation process of corpus-based materials in first-year writing courses for L2 writers. Focusing on their teaching experiences and feedback through classroom observations, focus groups and survey responses, the study offers insights into practices for DDL implementation, materials creation and research design.
This presentation introduces two non-specialist instructors' understanding of corpus-based pedagogy in L2 writing classes before, during, and after implementing corpus materials. It explores how their perceptions evolve over a semester through surveys, interviews, and reflections, offering insights into corpus pedagogy and informing future professional development in L2 writing contexts.
This presentation explores how EAP instruction can benefit from incorporating insights from cognitive linguistics (CL) delivered through activities grounded in concept-based language instruction (CBLI) upon the example of English cohesive devices of contrast.
This experimental study examined how and to what extent direct (i.e., hands-on corpus use) or indirect (i.e., hands-off corpus use) online data-driven learning modules were able to assist Chinese L2 writers in using more appropriate hedging in their academic English (i.e., in patterns and frequencies closer to native English-speaking writers).
This true longitudinal study explored the lexical development using the two learner corpora of L2 university English majors. The data included 619 pieces of writing, 462,842 tokens. The results from the VocabProfile program suggest the students can develop their leixical competence when exposing themselves to more advanced English reading sources.
This study explored ESL writers’ interactions with ChatGPT, an AI chatbot. Participants, four females and six males from various backgrounds, interacted with ChatGPT for writing. Findings indicated satisfaction with ChatGPT’s assistance. Comparing essays with ChatGPT-revised versions enhanced learning outcomes, suggesting ChatGPT’s potential as an effective instructional tool for L2 writing.
The presentation reports on a study that investigated how L2 master’s students developed their writer identity through citation practices in their theses supported by a writing course. Findings underscore the need for explicit instruction and supportive contexts in the thesis writing process.
