Language learners as language researchers: the acquisition of English grammar through a corpus-aided discovery learning approach mediated by intra- and interpersonal dialogues

in Corpus-based Studies in Language Use, Language Learning, and Language Documentation
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Despite advancements in technology and growing interest in a corpus-based learning approach in the field of second-language acquisition, there is a considerable gap between research and practice in the sense that learning to use and incorporate corpora in the teaching and learning process is still perceived as too time-consuming, complicated, daunting, or frustrating for instructors or learners. This paper reports on pedagogical applications and outcomes of incorporating a corpus-aided discovery learning (CADL) approach, mediated through peer-peer dialogues and individual written language logs, that enhances the acquisition of modern English grammar and usage in an undergraduate-level course taken by students across disciplines. The study involved 10 groups of students, with three participants in each group, over the course of 14 weeks. Findings from quantitative and qualitative analyses of the data offer a basis for using a CADL approach in this context and warrant further studies to obtain a fuller picture of the strategies and challenges involved in implementing the approach.

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