The Impacts of Blended Corpus-Based Instruction on Enhancing Writing Proficiency of Thai University Students
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| Title: | The Impacts of Blended Corpus-Based Instruction on Enhancing Writing Proficiency of Thai University Students |
|---|---|
| Language: | English |
| Authors: | Patcharin Satchayad, Sasima Charubusp |
| Source: | English Language Teaching Educational Journal. 2023 6(2):109-123. |
| Availability: | Universitas Ahmad Dahlan. Kampus 4 UAD, Jl. Ringroad Selatan, Tamanan, Bantul Yogyakarta, 55166 Indonesia. e-mail: eltej@pbi.uad.ac.id; Web site: http://journal2.uad.ac.id/index.php/eltej/index |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Writing (Composition), Blended Learning, Student Attitudes, Second Language Learning, Instructional Effectiveness, Curriculum Implementation, Foreign Countries |
| Geographic Terms: | Thailand |
| ISSN: | 2621-6485 |
| Abstract: | Collocational competence is gaining more attention in the field of second language acquisition as it indicates a higher level of target language proficiency. However, Thai university students have been reported as obtaining a low degree of collocational competence which affects productive second language writing (Boonyarattanasoonthorn et al., 2020). The current study aimed to examine the impacts of blended corpus-based instruction (BCBI) on enhancing Thai university students' writing proficiency and to examine the students' attitudes towards the implementation of BCBI. A mixed-methods one-group experimental study was conducted with 43 first-year English major students at an autonomous university in Thailand for 8 weeks. The data were gathered utilizing a pre-test, a post-test, an attitude questionnaire, and a semistructured interview. The results revealed significant differences between the scores before and after the implementation of BCBI at 0.05. Despite there being no drastic change in their collocational competence, the students were highly positive towards the instruction, in particular the use of corpus-based data to assist their writing as well as the awareness of gaining collocational competence. To effectively integrate corpus-based instruction into a writing pedagogy, tasks should be manageable and achievable by the students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413204 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1413204 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1413204 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Impacts of Blended Corpus-Based Instruction on Enhancing Writing Proficiency of Thai University Students – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Patcharin+Satchayad%22">Patcharin Satchayad</searchLink><br /><searchLink fieldCode="AR" term="%22Sasima+Charubusp%22">Sasima Charubusp</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22English+Language+Teaching+Educational+Journal%22"><i>English Language Teaching Educational Journal</i></searchLink>. 2023 6(2):109-123. – Name: Avail Label: Availability Group: Avail Data: Universitas Ahmad Dahlan. Kampus 4 UAD, Jl. Ringroad Selatan, Tamanan, Bantul Yogyakarta, 55166 Indonesia. e-mail: eltej@pbi.uad.ac.id; Web site: http://journal2.uad.ac.id/index.php/eltej/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 15 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2621-6485 – Name: Abstract Label: Abstract Group: Ab Data: Collocational competence is gaining more attention in the field of second language acquisition as it indicates a higher level of target language proficiency. However, Thai university students have been reported as obtaining a low degree of collocational competence which affects productive second language writing (Boonyarattanasoonthorn et al., 2020). The current study aimed to examine the impacts of blended corpus-based instruction (BCBI) on enhancing Thai university students' writing proficiency and to examine the students' attitudes towards the implementation of BCBI. A mixed-methods one-group experimental study was conducted with 43 first-year English major students at an autonomous university in Thailand for 8 weeks. The data were gathered utilizing a pre-test, a post-test, an attitude questionnaire, and a semistructured interview. The results revealed significant differences between the scores before and after the implementation of BCBI at 0.05. Despite there being no drastic change in their collocational competence, the students were highly positive towards the instruction, in particular the use of corpus-based data to assist their writing as well as the awareness of gaining collocational competence. To effectively integrate corpus-based instruction into a writing pedagogy, tasks should be manageable and achievable by the students. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1413204 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1413204 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 109 Subjects: – SubjectFull: Writing (Composition) Type: general – SubjectFull: Blended Learning Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Curriculum Implementation Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Thailand Type: general Titles: – TitleFull: The Impacts of Blended Corpus-Based Instruction on Enhancing Writing Proficiency of Thai University Students Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Patcharin Satchayad – PersonEntity: Name: NameFull: Sasima Charubusp IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-electronic Value: 2621-6485 Numbering: – Type: volume Value: 6 – Type: issue Value: 2 Titles: – TitleFull: English Language Teaching Educational Journal Type: main |
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