Experimenting with corpus-driven approaches: On paper or on computer

Abstract

Language teachers who have received training in corpus linguistics can resort to DDL as a supplement to their conventional teaching in two ways – direct or indirect. This means that learners can use concordances indirectly through corpus-based materials designed by teachers as handouts or they can have direct computer-based experience with corpora (Chambers, 2022). The aim of this study is to provide useful skills and processes in the use of language corpora as a resource for grammar instruction and to experiment with paper-based and computer-based approaches of DDL. The study recruited 32 Armenian adult learners studying English at elementary and pre-intermediate levels outside academic context. The analysis of the evaluation data collected from pre- and post-tests reveals that while the elementary group improved their grammar competency more from the paper-based work, the pre-intermediate learners benefited from both the paper-based and hands-on training. Additionally, the semi-structured interviews sought to enhance insights into the language learning process and brought to light some of the benefits and challenges of using DDL. These findings demonstrate that DDL can be meaningfully adapted for lower proficiency learners through appropriate scaffolding and may inform future curriculum design and teacher development in comparable EFL contexts.