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Developing Engineering Students' Engagement in Academic Writing Classes Using Corpus-Based Instruction
- Source :
-
Asian-Pacific Journal of Second and Foreign Language Education . 2024 9. - Publication Year :
- 2024
-
Abstract
- Engagement is a core issue in language teaching and learning. Without the students' active involvement in the teaching--learning process, educational objectives could not be achieved. Accordingly, the concept of engagement has been the focus of researchers, practitioners, and policymakers. This research examined the effects of corpus-based instruction on engineering students' engagement in academic writing classes. The participants were 77 randomly selected fourth-year mechanical engineering students. The data were gathered through a self-reflective report and a journal and analyzed through an independent t-test, One-Way ANOVA, and narration techniques. The data showed that students who were instructed via corpus-based instruction improved their behavioral, emotional, and cognitive engagements better than their counterparts; the experimental group enjoyed the activities and actively participated in different academic writing processes. The data also attested that there was a significant statistical difference between the experimental group and the control group engagements. This research implied that EFL teachers should consider genuine and real-life linguistic features and activities when they design academic writing instruction to enhance their engagement during the instruction.
Details
- Language :
- English
- ISSN :
- 2363-5169
- Volume :
- 9
- Database :
- ERIC
- Journal :
- Asian-Pacific Journal of Second and Foreign Language Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1415241
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1186/s40862-023-00232-2