000			02848nam a22002777a 4500
003			KOHA
005			20241009121820.0
008			240927d2024 cy ||||| |||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aD 432 _bL87 2024
100	1		_aLusta, Amel Faraj
245	1	4	_aTHE EFFECTIVENESS OF USING CORPUS ON WRITING OF LIBYAN EFL LEARNERS / _cAMEL FARAJ LUSTA ; SUPERVISOR, PROF. DR ÖZCAN DEMIREL ; CO-SUPERVISOR, ASSOC. PROF. DR. BEHBOOD MOHAMMADZADEH
264			_c2024
300			_a158 sheets ; _c30 cm _e+1 CD ROM
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (PhD) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching
520			_aThis study investigates the effects of mobile data-driven learning (M-DDL) on the writing performance of intermediate EFL learners in Libya. M-DDL is a learning approach that uses corpora to provide learners with contextualised examples of language use via mobile devices, such as smartphones and tablets. Corpora are large collections of authentic language texts that have been compiled and analysed to identify patterns of language use. The mobility afforded by M-DDL gives learners greater flexibility in how and when they interact with corpora to support their language learning. A sample of 50 intermediate EFL learners was recruited and assigned to either the experimental M-DDL group (n = 26) or the control group (n = 24). A mixed-methods approach was adopted, involving quantitative measures such as pre-, post-, and delayed post-tests, as well as a questionnaire survey, alongside qualitative data collection through focus group interviews, to gather comprehensive data. Statistical analysis of the post-test scores revealed significant gains in writing performance for the M-DDL group. Improvements were sustained over two months following the intervention. Learners were reported to have positive attitudes towards the corpus and M-DDL. However, some participants had trouble using the corpus, such as with cut-off sentences and issues with the analysis of concordance outputs. Overall, the findings imply that the integration of DDL into the core curriculum proved remarkably suited to learners’ needs. Therefore, this study demonstrates the viability of implementing DDL in everyday EFL classrooms using existing tools with minimal training required for ordinary teachers and students. Undoubtedly, M-DDL has a positive bearing on students’ learning.
650		0	_aEnglish Language _vDissertations, Academic _xStudy and teaching
700	1		_aDemirel, Özcan _esupervisor
700	1		_aMohammadzadeh, Behbood _eco-supervisor
942			_2ddc _cTS
999			_c292894 _d292894