Effects of Using Corpus-Based Instructional Mediation on EFL Students’ Academic Writing Skills Improvement
Abstract
This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique. Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.
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