Here´s a list of the references I used in this presentation:
Biber, D. (2019). Text-linguistic approaches to register variation. Register Studies, 1(1), 42-75.
Biber, D., & Conrad, S. (2009). Register, genre, and style. Cambridge University Press.
Brian, A. (2020). A case study of corpus-informed ESP language learning materials for EMI psychology students at the University of Padova.
Curry, N. & Pérez-Paredes, P. (2021). Understanding Lecturers’ Practices and Processes: A Qualitative Investigation of English-Medium Education in a Spanish Multilingual University, published in Teaching Language and Content in Multicultural and Multilingual Classrooms, editedby Carrió-Pastor, M.L., & Bellés Fortuño, B. Palgrave MacMillan.
Dafouz, E., & Smit, U. (2016). Towards a dynamic conceptual framework for English-mediumeducation in multilingual university settings. Applied Linguistics, 37(3), 397-415.
Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium education in the internationaliseduniversity. London: Palgrave Macmillan.
Dushku, S. & Thompson, P. (2020). CAMPUS TALK. Edinburgh University Press.
Jablonkai, R. R. (2019). Corpus linguistic methods in EMI research: A missed opportunity?In Research methods in EMI. Routledge.
Kırkgöz, Y., & Dikilitaş, K. (2018). Recent developments in ESP/EAP/EMI contexts. In Key issues in English for specific purposes in higher education (pp. 1-10). Springer, Cham.
Kunioshi, N., Noguchi, J., Tojo, K., & Hayashi, H. (2016). Supporting English-medium pedagogythrough an online corpus of science and engineering lectures. European Journal of EngineeringEducation, 41(3), 293-303.
O’keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge University Press.
Street, B. (2004). Academic literacies and the’new orders’: implications for research and practice in student writing in higher education. Learning & Teaching in the Social Sciences, 1(1).
Timmis, I. (2015). Corpus linguistics for ELT: Research and practice. Routledge.
Language & Education Network Research Seminar, 22 February 2021.
Abstract
Corpora have been widely used in applied linguistics research and, to a lesser extent, in other fields such as political science or sociology. However, corpus research methods are rarely taught in education faculties. I will discuss different approaches to using CL methods in education research and examine the underlying assumptions that may justify distinguishing between corpus linguistics (CL) as a methodology and as a set of methods. This talk seeks to contribute to the advancement of the debate about how CL can position itself within the wide spectrum of current educational research methods.
References
Bednarek, M., Pinto, M. V., & Werner, V. (2021). Corpus approaches to telecinematic language. International Journal of Corpus Linguistics, 26(1), 1-9.
Cameron, D. & Panović, I. (2014). Corpus-based discourse analysis. In Working with written discourse (pp. 81-96). Sage.
Cohen, L., Manion, L. & Morrison, K. (2018) Research methods in education. Routledge.
Creswell, J. W. & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Durrant, P., Brenchley, M., & McCallum, L. (2021). Understanding development and proficiency in writing: quantitative corpus linguistic approaches. Cambridge University Press.
Fest, J. (2015). Corpora in the Social Sciences-How corpus-based appraches can support qualitative interview analyses. LFE. Revista de Lenguas para Fines Específicos, 21,2, 48-69.
Gianfreda, S. (2019). Using a mixed-method approach to examine party positioning on immigration and the european union in parliamentary proceedings.In SAGE Research Methods Cases.
Leech, G. (2000). Grammars of spoken English: New outcomes of corpus‐oriented research. Language learning, 50(4), 675-724.
Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. The Guildford Press.
Pérez-Paredes, P. (2020). Corpus Linguistics for Education: A Guide for Research. Routledge.
Seale, C. & Charteris-Black, J. (2010). Keyword analysis: a new tool for qualitative research. In The SAGE handbook of qualitative methods in health research (pp. 536-556). Sage.
Sealey, A., & Thompson, P. (2004). ‘What do you call the dull words?’Primary school children using corpus-based approaches to learn about language. English in Education, 38(1), 80-91.
Wright, D. (2017). Using word n-grams to identify authors and idiolects: A corpus approach to a forensic linguistic problem. International Journal of Corpus Linguistics, 22(2), 212-241.
Vessey, R. (2013). Challenges in cross-linguistic corpus-assisted discourse studies. Corpora, 8(1), 1-26.
Vessey, R. (2017). Representations of language education in Canadian newspapers. Canadian Modern Language Review, 73(2), 158-182.
Abad Castelló, Magdalena (2019). Uso de corpus lingüísticos por y para profesores de español como lengua extranjera. redELE Revista electrónica de didáctica del español lengua extranjera, 31. (URL)
Zhang, D. & Pérez-Paredes, P. (2020). Exploring Chinese EFL teachers’ perceptions of Augmented Reality (AR) in English language learning. In Miller, L. & Wu, G. (eds) Language Learning with Technology: theories, principles and practices. Springer.
Keynote abstract
Mobile assisted language learning (MALL) has become one the most popular keywords in computer assisted language learning (CALL) research over the last twenty years. While MALL enthusiasts have glossed its many affordances, the use of MALL in instructed classroom settings presents challenges of their own (Kukulska-Hulme & Shield, 2008; Conole & Pérez-Paredes, 2017; Pérez-Paredes, Ordoñana Guillamón, & Aguado Jiménez, 2018) that, I argue, have not been successfully defined in CALL research and classroom settings.
Traxler (2009) has noted that mobile learning is uniquely placed to support learning that is personalized, authentic, and situated. However, some relevant studies have thrown cold water on these expectations (Golonka, E. et al., 2014; Grgurović, Chapelle & Shelley, 2013). In this plenary, I will discuss different conceptualizations of MALL that emphasize areas of language learning that are anchored on different theories of language learning. I will use three case studies that have used different research methodologies, namely survey and mixed methods, across different contexts, countries and types of learning. I will discuss the self-directed uses of MALL (Zhang & Pérez-Paredes, 2019), the design and use of apps to promote the acquisition of frequency-related declarative knowledge (Pérez-Paredes et al., 2019) and the impact of new technologies such as Augmented Reality (AR) on language classrooms (Zhang & Pérez-Paredes, 2020). Ultimately, I will discuss a conceptual framework that situates MALL more critically in the context of existing and future practices of instructed (Foster, 2019; Kaminski, 2019) and self-directed (Trinder, 2017) language learning. Keywords: MALL, language learning, self-directed language learning, second language learning theory
References
Conole, G. & Pérez-Paredes, P. (2017). Adult language learning in informal settings and the role of mobile learning. Mobile and ubiquitous learning. An international handbook. New York: Springer, pp.45-58.
Foster, I. (2019) The future of language learning. Language, Culture and Curriculum, 32,3, 261-269,
Golonka, E. et al. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness”. Computer Assisted Language Learning, 27.1, 70-105.
Grgurović, M. Chapelle, C. & Shelley, M. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25, pp 165-198.
Kaminski, A. (2019). Young learners’ engagement with multimodal texts. ELT Journal, 73(2), 175–185.
Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20, pp 271-289.
Pérez-Paredes, P., Ordoñana Guillamón, C., & Aguado Jiménez, P. (2018). Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning, 31(5-6), 522-545.
Pérez-Paredes, P., Ordoñana Guillamón, C., Van de Vyver, J., Meurice, A., Aguado Jiménez, P., Conole, G., & Sánchez Hernández, P. (2019). Mobile data-driven language learning: Affordances and learners’ perception. System, 84, 145–159.
Zhang, D., & Pérez-Paredes, P. (2019). Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning.
Zhang, D. & Pérez-Paredes, P. (2020). Exploring Chinese EFL teachers’ perceptions of Augmented Reality (AR) in English language learning. In Miller, L. & Wu, G. (eds) Language Learning with Technology: theories, principles and practices. Springer.
Traxler, J. (2009). Current state of mobile learning. In Ally, M. (ed.) Mobile learning: Transforming the delivery of education and training. Athabasca University Press, 9-24.
Traxler, J. (2018). Learning with Mobiles in the Digital Age. Pedagogika, Special Monothematic Issue: Education Futures for the Digital Age: Theory and Practice
Traxler, J.; Timothy, R.; Kukulska-Hulme, A. & Barcena, E. (2019). Paradoxical paradigm proposals – Learning languages in mobile societies. Argentinian Journal of Applied Linguistics (AJAL), 7(2) pp. 89–109.
Trinder, R. (2017). Informal and deliberate learning with new technologies. ELT Journal, 71(4), 401–412.
Wegerif, R. (2007). Dialogic education and technology: Expanding the space of learning (Vol. 7). Springer Science & Business Media.
