Main Article Content
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 students’ 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 students’ 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.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).