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This study aims to analyse the effects of a digitally enhanced teaching strategy in an ESP course. The intervention method consists of guided corpus linguistics exercises which are progressively introduced to improve the studentsâ€™ academic writing. We collected data from various task-based corpus processing, consultation and analysis stages, each one having a different complexity level: compilation of a discipline-specific expert corpus, consultation of a native speaker English corpus and analyses of both types. The pre- and post-intervention results are quantitatively and qualitatively assessed, controlling for discipline specificity. The results of a corpus consultation satisfaction survey are also included in the analysis. We conclude that corpus consultations not only lead to the improvement of ESP studentsâ€™ writing but also increasing student motivation. The recommendation is to first test the digital methods in ESP courses and calibrate them according to disciplinary settings.
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