AbdelWahab, A. (2020). Using interactive and interactional metadiscourse markers to develop EFL first year special diploma students’ academic writing skills. Journal of Faculty of Education Assiut University, 36 (2), 1–35.
Google Scholar
Allan, R. (2016). Lexical bundles in graded readers: To what extent does language restriction affect lexical patterning? System, 59, 61–72.
Google Scholar
Asadi, A. (2018). Enhancing writing skills of English learners through metadiscourse resources. MEXTESOL, 42(3), 1–19.
Google Scholar
Asik, A. (2017). A sample corpus integration in language teacher education through coursebook evaluation. Journal of Language and Linguistic Studies, 13 (2), 728–740.
Google Scholar
Baker, P. (2006). Using corpora in discourse analysis. London–New York: Continuum.
Google Scholar
Baybee, J., & Beckner, C. (2010). Usage-Based Theory. Accessed October 11, 2018 Retrieved from: https://www.unm.edu/~jbybee/downloads/BybeeBeckner2010UsageBasedTheory.pdf
Google Scholar
Belz, J., & Vyatkina, N. (2008). The pedagogical mediation of a developmental learner corpus for classroom-based language instruction. Language Learning and Technology, 12 (3), 33–52.
Google Scholar
Biber D. (2009). A corpus-driven approach to formulaic language in English. International Journal of Corpus Linguistic, 14(3), 275–311.
Google Scholar
Biber, D., Johnsson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Harlow: Pearson Education.
Google Scholar
Biber, D., Conrad, S. & Cortes, V. (2003). Towards taxonomy of lexical bundles in speech and writing. In A. Wilson, P. Rayson, & T. McEnery (Eds.), Corpus linguistics by the Lune: A festschrift for Geoffrey Leech, pp.71–92. Frankfurt a.Main: Peter Lang.
Google Scholar
Biber, D., Conrad, S., & Cortes, V. (2004). If you look at…: lexical bundles in university teaching and textbooks. Applied Linguistics, 25(3), 371–405.
Google Scholar
Birhan, A. T. (2019). [Review of the book Teaching language and teaching literature in virtual environment by Maria Luisa Carrio-Pastor]. Journal of Language and Education, 5(3), 111–113.
Google Scholar
Birhan, A. Belaye, N. Alemayehu, Y. (2020). Lexical usage by Mechanical discipline writers and the students’ academic writing needs (unpublished project). Ethiopia: Bahir Dar University.
Google Scholar
Boulton, A. (2010). Data-driven learning: Taking the computer out of the equation. Language Learning, Wiley, 60(3), 534–572.
Google Scholar
Braun, S. (2005). From pedagogically relevant corpora to authentic language learning contents. ReCALL, 17(1), 47–64.
Google Scholar
Breyer, Y. (2008). Learning and teaching with corpora: Reflections by student teachers. Computer Assisted Learning, 22(2), 153–172.
Google Scholar
Brown, S. (2007). Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19(3), 307–328.
Google Scholar
Carter, R. & McCarthy, M. (1995). Grammar and spoken language. Applied Linguistics, 16(2), 141–158.
Google Scholar
Carter, R., & McCarthy, M. (2016). Cambridge grammar of English: A comprehensive guide spoken and written English grammar and usages. Cambridge: Cambridge University Press.
Google Scholar
Chang, C., & Kuo, C. (2011). A corpus-based approach to online materials development for writing research articles. English for Specific Purposes, 30, 222–234.
Google Scholar
Chen, M., & Flowerdew, J. (2018). Introducing data-driven learning to PhD students for research writing purposes: A territory-wide project in Hong Kong. English for Specific Purpose 50, 97–112.
Google Scholar
Chen, S. (2017). Disciplinary variations in academic promotional writing: the case of statements of purpose. Functional Linguistics, 4(4), 1–14.
Google Scholar
Chitez, M., Rapp, C., & Kruse, O. (2015). Corpus-supported academic writing: How can technology help? In F. Helm, L. Bradley, M. Guarda, & S. Thouseny (Eds.), Critical CALL- Proceeding of the 2015 EUROCALL conference, Padova, Italy (pp. 125–132). Dublin: Research-publishing.net. Conrad, S.M. (2000). Will corpus linguistics revolutionize grammar teaching in the 21st century? TESOL Quarterly, 34(3), 548–560.
Google Scholar
Cortes, V. (2004). Lexical bundles in published and student disciplinary writing: examples from history and biology. English for Specific Purposes, 23, 397–423.
Google Scholar
Cortes, V. (2011). Genre analysis in the academic writing class: With or without corpora. Quaderns de Filologia: Estudis Linguistics, 16, 65–80.
Google Scholar
Cotos, E. (2014). Enhancing writing pedagogy with learner corpus data. ReCALL 26(2), 202–224.
Google Scholar
Coxhead, A., & Demecheleer, M. (2018). Investigating the technical vocabulary plumbing. English for Specific Purposes, 51, 84–97.
Google Scholar
Crossley, S., Roscoe, R., & McNamara, D. (2014). What is successful writing? An investigation into the multiple ways writers can write successful essays. Written Communication, 31(2), 184–214.
Google Scholar
Donesch-Jezo, E. (2010). Corpus concordancing in teaching academic discourse writing to medical students. International Conference in ICT for Language Learning 3rd edition. Retrieved from: https://www.researchgate.net/publication/268378354_Corpus_concordancing_in_teaching_academic_discourse_writing_to_medical_students
Google Scholar
Ferris, D., Hedgcock, J. (1998). Teaching ESL composition: Purpose, process and practice. Mahwah, NJ: Lawrence Erlbaum.
Google Scholar
Flowerdew, L. (2009). Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus linguistics, 14(3), 393–417.
Google Scholar
Fuster, M., Clavel, B. (2010). Corpus linguistics and its applications in Higher education. Revista Alicantina de Estudios Inglese, 23, 51–67.
Google Scholar
Grabowski, L. (2015). Keywords and lexical bundles within English pharmaceutical discourse: A corpus-driven description. English for Specific Purposes, 38, 23–33.
Google Scholar
Hardy, J., & Romer, U. (2013). Revealing disciplinary variation in student writing: A multi-dimensional analysis of the Michigan corpus of upper-level student papers (MICUSP), Corpora, 8(2), 183–207.
Google Scholar
Hilliard, A. (2014). Spoken grammar and its role in the English language classroom. English Language Teaching Forum, 4, 1–13.
Google Scholar
Huang, Z. D. (2012). Can concordance improve the lexico-grammatical use of abstract nouns in L2 writing? Asia Pacific Corpus Linguistics Conference. Auckland: University of Auckland.
Google Scholar
Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London: Longman.
Google Scholar
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
Google Scholar
Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. London: Continuum.
Google Scholar
Hyland, K. (2008). Academic clusters: Text patterning in published and postgraduate writing. International Journal of Applied Linguistics, 18(1), 41–62.
Google Scholar
Hyland, K. (2012). Bundles in academic discourse. Annual Review of Applied Linguistics, 32, 150–169.
Google Scholar
Jalali, Z., & Moini, M. (2014). Structure of lexical bundles in introduction section of medical research articles. Procedia-Social and Behavioral Sciences, 98, 719–726.
Google Scholar
Jalilifar, A., Mehrabi, K., Mousavinia, S., (2014). The effects of concordance enriched instruction on the vocabulary learning and retention of Iranian EFL learners. Procedia – Social and Behavioral Sciences, 98, 742–746.
Google Scholar
Jordan, R. R. (1997). English for academic purpose. Cambridge: Cambridge University Press.
Google Scholar
Kawase, T. (2015). Metadiscourse in the introductions of PhD theses and research articles. Journal of English for Academic Purposes, 20, 114–124. Kazemi, M., Katiraei, S., Rasekh, A. E. (2014). The impact of teaching lexical bundles on improving Iranian EFL students’ writing. Procedia – Social Behavioral Science, 98, 864–869.
Google Scholar
Klimova, B. (2014). Using corpus linguistics in the development of writing. Procedia – Social and Behavioral Sciences, 141, 124–128.
Google Scholar
Kogan, M., Yaroshevich, A., & Ni, O. (2018). Corpus-based teaching of German compound nouns and lexical bundles for improving academic writing skills. Revue de linguistique et de didactique des langues, 58, 1–24.
Google Scholar
Lee, H., Warschauer, M., & Lee, J. H. (2017). The effects of concordance-based electronic glosses on L2 vocabulary learning. Language Learning &Technology, 21 (2), 32–51.
Google Scholar
Luo, Q. (2016). The effects of data-driven learning activities on EFL learners’ writing development. Spring Plus, 5 (1255), 1–23.
Google Scholar
Luo, Q., & Zhou, J. (2017). Data-driven learning in second language writing classes: A survey of empirical studies. International Journal of Emerging Technologies in Learning, 12(3), 182–196.
Google Scholar
Maddalena, S. R. (2001). An investigation into how corpus analysis may be used in the second language classroom to solve some of the problems surrounding non-native speakers’ understanding of seemingly synonyms words. Accessed May, 6, 2020. Retrieved from: ERIC at https://www.eric.ed.gov/?q=An+Investigation+into+How+Corpus+Analysis+May+Be+Used+in+the+Second+Language+Classroom+To+Solve+Some+of+the+Problems+Surrounding+Non-Native+Speakers%27+Understanding+of+Seemingly+Synonymous+Words
Google Scholar
Maher, P., & Millgan, S. (2019). Teaching master thesis writing to engineers: Insights from corpus and genre analysis of introductions. English for Specific Purposes, 55, 40–55.
Google Scholar
McCarthy, M., McCarthen, J., & Sandford, H. (2014). Touchstone: Student’s book. Cambridge: Cambridge University Press.
Google Scholar
McEnery, T., & Xiao, R. (2011). What corpora can offer in language teaching and learning? In E. Hinkel (Ed.), Handbook of Research in Second Langue Teaching and Learning (pp. 364-380). London: Routledge.
Google Scholar
Meunier, F. (2011). Corpus linguistics and second/foreign language learning: Exploring multiple paths. RBLA, Belo Horizonte, 11(2), 459–477.
Google Scholar
Mukherjee, J. (2006). Corpus linguistics and language pedagogy: The state of the art and beyond. In S. Braun, K. Kohn, & J. Mukherjee (Eds.), Corpus technology and language pedagogy: New resources, new tools, new methods (pp. 5–24). Frankfurt a. Main: Peter Lang.
Google Scholar
Nelson, M. (2010). Building a written corpus: What are the basics? In A. O’Keeffe & M. McCarthy The Routledge handbook of corpus linguistics (pp. 53–65). Routledge. Taylor and Francis group.
Google Scholar
Nesi, H. (2014). Corpora and English for academic purposes. Retrieved from: http://www2.warwick.ac.uk/fac/soc/al/research/collect/bawe/papers/corpora_and_eap.pdf
Google Scholar
Nieto, C. (2007). Applications of Vygotskyan concept of mediation in SLA. Colombian Applied Linguistics Journal, 9, 213–228.
Google Scholar
O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and Language teaching. Cambridge: Cambering University Press.
Google Scholar
O’Sullivan, I. (2010). Using corpora to enhance learner’s academic writing skills in French. Revue Francaise de Linguistique Appliquee, 15(2), 21–35.
Google Scholar
Paquot, M., (2010). Academic vocabulary in learning writing: From extraction to analysis. London: Continuum.
Google Scholar
Pareja-Lora, A., Rodriguez-Arancon, P., & Calle-Martinez, C. (2016). Applying information and communication technologies to language teaching and research. In A. Pareja-Lora, C. Calle-Martinez, & P. Rodriguez-Arancon (Eds.), New perspectives on teaching and working with languages in the digital era (pp. 1–22). Dublin: Research-Publishing.net.
Google Scholar
Perez-Paredes, P. (2010). Corpus linguistics and language education in perspective: Appropriate and the possibilities scenario. In T. Harris & M. Moreno Jaen (Eds.), Corpus linguistics in language teaching (pp. 53–73). Frankfurt a. Main: Peter Lang. Poole, R. (2016). A corpus-aided approach for the teaching and learning of rhetoric in an undergraduate composition course for L2 writers. English for specific purpose, 21, 99–109.
Google Scholar
Qiong, H. (2007). Corpora and English teaching: Retrospect and prospect. International Journal of Scientific Research and Innovative Technology, 4(7), 65–73.
Google Scholar
Rashtchi, M., & Ali Mohammadi, M. (2014). Teaching lexical bundles to improve academic writing via tasks: Does the type of input matter? Electronic Journal of Foreign Language Teaching, 14(2), 201–219.
Google Scholar
Reppen, R. (2010). Using corpora in the language classroom. Cambridge: Cambridge University Press.
Google Scholar
Reynolds, B. L. (2015). Action research: Applying a bilingual parallel corpus collocational concordance to Taiwanese medical school EFL academic writing. RELC Journal, 47(2), 213–227.
Google Scholar
Schmitt, N., & Carter, R. (2004). Formulaic sequences in actions: An introduction. In N. Schmitt (Ed.), Formulaic sequences: Acquisition, processing and use (pp. 1–22). Amsterdam, Netherlands: John Benjamins.
Google Scholar
Shin, Y. K., Cortes, V., & Yoo, I. W. (2018). Using lexical bundles as a tool to analyze definite article use in L2 academic writing: An exploratory study. Journal of Second Language Writing, 39, 29–41.
Google Scholar
Szudarski, P. (2018). Corpus linguistics for vocabulary: A guide for research. Routledge: Taylor & Francis group.
Google Scholar
Thurstun, J., & Candlin, C. (1998). Concordancing and the teaching of the vocabulary of academic English. English for Specific Purposes, 17(3), 267–280.
Google Scholar
Tribble, C. (2001). Corpora and corpus analysis: New windows on academic writing. In J. Flowerdew (Ed.), Academic discourse. Harlow, UK: Addison Wesley Longman.
Google Scholar
Tyler, A. (2010). Usage-based approaches to language and their applications to second language learning. Annual Review of Applied Linguistics, 30, 270–291.
Google Scholar
Vyatkina, N. (2013). Discovery learning and teaching with electronic corpora in an advanced German grammar course. Teaching German, 46(1), 44–61.
Google Scholar
Vyatkina, N., & Boulton, A, (2017). Corpora in language learning and teaching. Language Teaching and Technology, 21(3), 1–8.
Google Scholar
Ward, J. (2009). A basic engineering English word list for less proficient foundation engineering undergraduates. English for Specific Purposes, 28(3), 170–182. https://doi.org/0.1016/j.esp.2009.04.001
Google Scholar
Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. English for Academic Purposes, 11(1), 26–37. https://doi.org/10.1016/j.jeap.2011.11.006
Google Scholar
Wright, H. (2019). Lexical bundles in stand-alone literature reviews: sections, frequencies and functions. English for Specific Purposes, 54, 1–14.
Google Scholar
Yoon, H. (2008). More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning and Technology, 12(2), 31–48.
Google Scholar
Yoon, H. & Hirvela, A. (2004). ESL Student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13, 257–283.
Google Scholar
Zahra, T., & Abbas, A. (2018). Pedagogical implications of corpus-based approaches to ELT in Pakistan. Journal of Education and Educational Development, 5(2), 259–275.
Google Scholar