Research Presentation
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The document discusses the challenges faced by non-native English speakers in academic writing, particularly in research articles (RAs). It emphasizes the importance of using authentic materials based on corpus and genre analysis, alongside technology to enhance understanding and writing skills. The study involved compiling a corpus of 60 computer science RAs, analyzing their structure, and developing an online course to support students with interactive learning, culminating in positive student feedback.
Research Presentation
- 1. A corpus-based approach to online materials development for writing research articles Ching-Fen Chang & Chih-Hua Kuo Ana Paulina López Álvarez
- 2. Introduction - English is the de facto lingua franca in the research world. - Academic writing poses a great challenge for non-native speakers of English. a) lexico-grammatical features b) rhetorical functions c) writing skills d) generic structures
- 3. EAP & Research Articles (RA) - CARS Model (Create-a-Research-Space) by Swales a) How information is organized b) Linguistic features in RA: tense, voice, modals, hedging, metadiscourse, reporting verbs, and personal pronouns.
- 4. The role of material - The use of authentic material is very important - The “perfect” material would be the ones based in both corpus analysis and genre analysis.
- 5. The role of technology in understanding RA with EAP - Computer-Assisted Language Learning: Enhanced input. Objective: To increase students writer’s consciousness of RA’s structures.
- 6. The study - Corpus compilation: Research articles in the field of computer science. - Target students: Students of computer science. - Total of 60 RA.
- 7. Purposes of analysis of corpus Identify: - Major and optional moves in each section of the RA - Common move sequences in each section - Move structure throughout the whole RA What’s a move? A move is a discoursal or rhetorical unit that performs a coherent communicative function in a written or spoken discourse. Examples: Background information, justifications and reasons, comparisons, results, etc.
- 8. Process and results of analysis - Meetings to check inter-reliability. - Discuss results and problems. Results: - The following moves, methods, results and discussion are mixed in a number of sections between introduction and conclusions.
- 9. Text analysis - Field-specific vocabulary - Lexico-grammatical features - Linguistic features related to the communicative purposes of each section.
- 11. Let’s start the online course - Construct the website - Design the course structure - Create online materials
- 12. What the course included - Two lesson units: 1) Information structure: Discussion topics, lecture notes, etc. 2) Language use: Writing skills activities, material and content - Audio instructions in users’ native language - Learning platform: Similar to Moodle. Each section had the following: Learning tasks, discussion, homework, learning resources and online writing. Extra features for students: Interaction with teachers and peers, check learning progress, and self evaluation.
- 13. The students evaluate the course The students provided feedback about the following sections: - Online materials - Online activities - Resources and tools - Learning platform
- 14. Conclusion - A supportive writing environment using the computer can help learners to become researchers and autonomous learners. - A target corpus can provide abundant and invaluable resources for both teachers and students.