Corpus Technology and Video Technology: Effects on EFL Argumentative Writing
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Focus of this study was to explore the effects of corpus technology and video technology on EFL argumentative writing. 55 Korean undergraduate students participated in this study. For the experiment, participants were divided into two experimental groups at random: corpus technology group (n=30) and video technology group (n=25). The corpus technology group engaged in their writing class by visiting the COCA website while the video technology group participated in the same class by visiting the DIVII website using their own smart phones. To investigate their effectiveness, all participants took writing pre- and post-tests before and after the experiment. After the post-test, a survey was performed to understand their attitudes toward English learning. Paired samples t-tests as well as independent t-tests were administered. Findings indicate that both the corpus and video technology can contribute to the improvement in EFL argumentative writing. No significant group difference was found. About attitudes toward English learning, the video technology group showed more confidence and responsibility in their English learning. Pedagogical implications and suggestions for future research were drawn based on these findings.
Abstract
Focus of this study was to explore the effects of corpus technology and video technology on EFL argumentative writing. 55 Korean undergraduate students participated in this study. For the experiment, participants were divided into two experimental groups at random: corpus technology group (n=30) and video technology group (n=25). The corpus technology group engaged in their writing class by visiting the COCA website while the video technology group participated in the same class by visiting the DIVII website using their own smart phones. To investigate their effectiveness, all participants took writing pre- and post-tests before and after the experiment. After the post-test, a survey was performed to understand their attitudes toward English learning. Paired samples t-tests as well as independent t-tests were administered. Findings indicate that both the corpus and video technology can contribute to the improvement in EFL argumentative writing. No significant group difference was found. About attitudes toward English learning, the video technology group showed more confidence and responsibility in their English learning. Pedagogical implications and suggestions for future research were drawn based on these findings.
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