IDEAS home Printed from https://ideas.repec.org/a/igg/jcallt/v10y2020i2p23-39.html
   My bibliography  Save this article

Parallel Corpora in EFL Writing Classrooms: Are They Effective?

Author

Listed:
  • Noorchaya Yahya

    (King Saud University, Riyadh, Saudi Arabia)

  • Hind Alotaibi

    (King Saud University, Riyadh, Saudi Arabia)

  • Dina Abdel Salam El-Dakhs

    (Prince Sultan University, Riyadh, Saudi Arabia)

Abstract

This study reveals the impact of using parallel corpora on EFL students' writing, and how students perceive it. Female undergraduates (n=46) in an EFL writing course in Saudi Arabia were divided randomly into experimental and control groups taught by the same instructor, using the same materials. Students in the experimental group were introduced to three parallel corpora and encouraged to use them in their writing. Tests at the beginning of the semester showed no difference in English proficiency or writing ability between groups. Over the semester, students in both groups also wrote 5 writing assignments and took three writing exams. To examine students' perceptions of parallel corpora, students in the experimental group were asked to write a self-evaluation report and answer an evaluation questionnaire. Quantitative and qualitative analysis showed significant improvement in their writing but no significant difference between groups. However, students' perception of parallel corpora was generally positive.

Suggested Citation

  • Noorchaya Yahya & Hind Alotaibi & Dina Abdel Salam El-Dakhs, 2020. "Parallel Corpora in EFL Writing Classrooms: Are They Effective?," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 10(2), pages 23-39, April.
    • Handle: RePEc:igg:jcallt:v:10:y:2020:i:2:p:23-39
    as

    Download full text from publisher

    File URL: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJCALLT.2020040102
    Download Restriction: no
    ---><---

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:igg:jcallt:v:10:y:2020:i:2:p:23-39. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Journal Editor (email available below). General contact details of provider: https://www.igi-global.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.