Applying Corpus-Based Grammar Instruction: Its Retention Effect on Students’ Grammatical Awareness and Writing Accuracy
Keywords:
corpus-based grammar instruction, grammatical awareness, writing accuracyAbstract
This study examined the retention effect of corpus-based grammar instruction on students’ grammatical awareness and writing accuracy and explored their perceptions toward the instruction. The study employed mixed-method research and a quasi-experimental research design. Two intact classes, 86 students, were selected using a convenient sampling technique from first-year students in 2024. The experimental group students (n=42) were taught by corpus-based grammar instruction and the comparison group students (n=44) were taught conventionally. Moreover, data were gathered through tests and interviews. Descriptive and inferential statistics were computed to analyze quantitative data whereas thematic analysis to qualitative data. The delayed grammar and writing post-test results indicated that corpus-based instruction had a significant retention effect on students’ grammatical awareness (?²p = 0.491, p < .05) and writing accuracy (?²p = 0.378, p < 0.05). Overall, corpus-based grammar instruction had a statistically significant retention effect (?²p = 0.576, p <0.05). Finally, the qualitative data proved that students who received corpus-based grammar instruction had a positive attitude toward the instruction. Therefore, EFL teachers should apply corpus-based grammar instruction to enhance students’ grammatical awareness and writing accuracy. Further research should also explore the retention effects of the instruction and learners’ perception across different language skills.
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