the impact of corpus-based program on enhancing the efl student teachers’ writing skills and self-autonomy
The purpose of the present study was to investigate the effectiveness of the corpus-based program training on enhancing EFL writing skills, and self-autonomy among student teachers at the faculties of Education. To fulfill the purpose of the study, three instruments were constructed; An EFL writing skills checklist designed to determine writing skills that student teachers need, a Pre-post EFL Writing Test, A Rubric for scoring the EFL Writing test, and Language Learning Autonomy Inventory developed to uncover language earning self-Autonomy concept of EFL student teachers. The validity and reliability of the study instruments were established before their use in the study. The study adopted the quasi-experimental design. The sample of the study consisted of 60 student teachers randomly selected from the Department of Foreign Languages, Faculty of Education in Mansoura University, in Mansoura city. Where 30 student teachers represented the experimental group, and 30 represented the control group. The Corpus-Based Program training was administered to the experimental group for five weeks whereas the control group received the conventional teaching following the prescribed Teacher's Guide procedures. Results of the study revealed that Corpus-Based Program training led to significant improvement in student teachers' EFL Writing Skills, and their language learning Autonomy. A number of recommendations concerning the use Corpus-Based Program, EFL Writing skills, and course design were presented. (Published abstract)