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Gavin BROOKS
Department Kyoto University of Foreign Studies Department of British and American Studies, Faculty of Foreign Studies Position Associate Professor |
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| Language | English |
| Publication Date | 2026/01 |
| Type | Academic Paper |
| Peer Review | Peer reviewed |
| Title | Using Learner Corpora to Inform Material Development and Classroom Practices |
| Contribution Type | Multiple author(s) |
| Journal | Babylonia Journal of Language Education |
| Journal Type | Another Country |
| Publisher | Babylonia |
| Volume, Issue, Page | 3,pp.88-97 |
| Total page number | 9 |
| Responsible for | Analysis and writing of the article |
| Authorship | Lead author |
| Author and coauthor | Jon Clenton, Jen Jordan |
| Details | This article examines how a Japanese university uses a longitudinal learner corpus to connect research and classroom practice in a two-year English for Academic Purposes (EAP) program. The corpus includes texts from 701 first- and second-year Japanese university learners of English, collected at multiple time points and across different writing prompts. Linked to demographic and linguistic data, it helps identify learners’ vocabulary needs. The article shows how corpus analysis can inform materials tailored to learners’ backgrounds and proficiency levels. Unlike studies based on L1 texts, learner corpora reveal actual patterns of L2 vocabulary development. The findings show how written learner corpora can support more holistic classroom practices and help students improve proficiency. |
| URL for researchmap | https://babylonia.online/index.php/babylonia/article/view/638/1255 |