Motivation and Concordancing for EFL Writing Revision: A Year-long Investigation of Group Patterns and Case Studies

動機和使用語料庫檢索以修正英文作文之關聯：群體和個案之一年期研究

劉顯親(Hsien-Chin Liou) ； 陳祈君(Chi-Chun Chen)

《應用語文學報》 12期 (2020/12) Pp. 1-25

https://doi.org/10.6906/JAL.202012_(12).0001

摘要

With advances of web-based corpus technologies, concordance programs have become available to help EFL learners write more accurately by enhancing their lexico-grammatical knowledge. Although some data-driven learning (DDL) studies shed light on writing, very few of them have investigated both error correction via DDL and writing motivation. The current study examined temporal changes of six and a group of EFL college students after they had used Corpus of Contemporary American English (COCA) and two English-Chinese bilingual concordancers to improve inaccuracies over one year. Students wrote six/three multi-draft essay assignments with errors marked on the second drafts by the instructor after they obtained content feedback on earlier drafts. A motivation questionnaire (Waller & Papi, 2017) was adopted which tapped into both motivation and feedback seeking, and was administered three times over the year. Analyses of written revision records of corpus use, questionnaires, and their essay drafts were triangulated to show group patterns. Six learners of different motivation levels were also closely examined. While more corpus use with more successful corrections were found in the first semester, slight attrition of corpus use, accuracy and satisfaction emerged by end of the year. Various learner engagement at the cognitive, behavioral, and affective levels was revealed for motivational changes while DDL was at play for revision. Discussion of possible reasons for attrition, implications, and future direction are addressed.

關鍵字

corpus consultation ； error correction on writing ； longitudinal study

並列摘要

網路上之語料檢索工具隨科技進展，已在一些研究上展示能增進英文學習者的詞彙知識，並進而幫助他們英文寫作更正確。然而，前人研究中，鮮少探究學生動機，更未能長期觀察使用效能。此論文檢視一群台灣某大學英文系學生使用當代美國英文語料庫及兩項中英雙語語料庫檢索工具，以協助他們在一學年中更正作文謬誤。學生撰寫六篇作文（經三稿修正），老師在二稿標示文法或詞彙錯誤後學生使用前述三語料工具改錯。本研究採用一項寫作動機問卷（施測三次）及語料勘誤評量問卷，學生在勘誤時也寫下紀錄。整體來看，學生使用工具頻率增高，尚肯定工具效用，也愈能改掉更多錯誤。我們自群體中依動機分數選出高低各三位學生仔細分析多方研究資料；聚焦他們對使用工具勘誤之投入程度和動機變化。六項個案雖和群體大體方向一致，但提供吾人對學生動機變化更深入理解：第一學期末（即年中）學生對工具有高度信心也用得較多，但學年末動機及勘誤表現都有些損耗退失。文末探討退失可能原因、教學應用及未來研究方向。

並列關鍵字

語料庫檢索 ； 書面勘誤 ； 長期觀察