#4169. Introducing Corpus-Informed Spoken Grammar Instruction in EFL Classrooms: The Ethiopian Experience

September 2026publication date
Proposal available till 25-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Computer Science Applications;
Places in the authors’ list:
place 1place 2place 3place 4
FreeFreeFreeFree
2350 $1200 $1050 $900 $
Contract №4169.1 Contract №4169.2 Contract №4169.3 Contract №4169.4
1 place - free (for sale)
2 place - free (for sale)
3 place - free (for sale)
4 place - free (for sale)

Abstract:
This research was aimed at investigating the views of Chinese English as a Foreign Language (EFL) students and teachers towards the spoken English grammar instruction in the speaking skills classrooms. To this end, a section of 31 undergraduate English majoring students, who were taking the ‘Spoken English 1’ course and their teacher were purposefully selected. Alongside with the intervention instruction, the students were given six consecutive tests on a weekly basis with the intention of measuring their academic achievements. At the end of the instruction, they filled in an exit questionnaire which was intended to know their reactions towards the instruction. As a result, both the students and the teacher welcomed the incorporation of the spoken grammar instruction. Therefore, it was recommended that given enough training and practicing time, the Chinese EFL students and teachers perceive the corpus-informed spoken English grammar instruction as a positive addition to the English language pedagogy.
Keywords:
Corpora; Corpus-informed materials; English Language Teaching; Spoken grammar

Contacts :
0