Concordancing in L2 writing class: An overview of research and issues

Abstract Direct corpus use by learners or learner concordancing has been hailed as one of the promising areas that can revolutionize L2 writing and language pedagogy as a whole ( Conrad, 2000 , Hyland, 2003 ). It has been discussed to promote data-driven learning ( Johns, 1988 ), to provide authentic contexts in which linguistic items are used, and to serve as a reference tool that students can use for language problems. However, these benefits have been more talked about than tested with empirical studies, and only recently researchers have started to conduct studies in this area. Focusing on L2 writing, the present study explored how and to what extent this potential of concordancing has been realized by reviewing the relevant studies. The inclusion criteria for the current review were studies that provide information on the effects of corpus concordancing by learners of L2 writing and on learners’ evaluation of it. Twelve studies included in the review show that if proper training and assistance are provided, learner concordancing can be a viable research and reference tool for enhancing the linguistic aspects of L2 writing and for increasing learner autonomy. Future studies are also suggested based on the gap identified in the reviewed studies.

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