Arab World English Journal (AWEJ) Volume 11. Number4 December 2020 Pp.181-193
Developing Medical Learning Materials to Promote Learners’ Creativity: A Corpus-based
School of International Education, Xinxiang Medical University
Faculty of Education and Languages, SEGi University
Kota Damansara, Malaysia
Faculty of Education and Languages, SEGi University
Kota Damansara, Malaysia
For a long time in Mainland China, there exists a need for authentic supplementary materials and an extensive native speaker environment in courses like English as a Foreign Language and English for Specific Purposes. Yet, how to promote learners’ creativity in the process of developing medical learning materials practice? This study aims to develop certain medical learning materials as an Enriched Corpus-Based English Supplement. Developing those proper medical learning materials for medical learners can help them to develop relevant strategies of corpus-based learning creatively. It had been conducted from December 2016 to November 2019 with four teachers and 180 third-year medical students at Xinxiang Medical University in the Medical English course. Mixed methods were chosen to observe and investigate the use of ECBES among third-year medical students. Both quantitative and qualitative data in the learning process and the outcome had been collected and analyzed. The practice showed that more than 60% of the learners thought they were language learners; their needs were the starting point of enriching creative supplementary materials. Quantitative data of learners’ production after the practice were displayed, which implied that the ECBES practice of four skills was practical and useful. Then it discussed several aspects of qualitative indexes for the learners’ creative production, such as their choosing autonomy opportunities, practice opportunities from the learners’ views. The findings suggested that certain corpus-based materials could be developed to promote learners’ creativity in ESP learning.
Keywords: Corpus-based study, creativity, learners, materials development, medical learning materials, Xinxiang Medical University
Cite as: Niu, J., &. Dhamotharan, M. (2020). Developing Medical Learning Materials to Promote Learners’ Creativity: A Corpus-based Case Study. Arab World English Journal, 11 (4) 181-193.
Bale, R. (2013). Spoken corpus-based resources for undergraduate initial interpreter training and lexical knowledge acquisition: Empirical case studies, (Published Doctoral dissertation). (Doctor of Philosophy), University of Surrey, Guildford (27557462)
Bunting, J. D. (2013). An investigation of language teachers’ explorations of the use of corpus tools in the English for academic purposes (EAP) class, (Unpublished Doctoral dissertation). (Doctor of Philosophy), Georgia State University, Georgia. (3591056)
Chai, N., Wannaruk, A., & Lian, A. (2015). A Corpus-based Study on Chinese EFL Learners’ Use of Transitive Constructions with Neutral Participants. Theory and Practice in Language Studies, 5(9), 1778-1790. DOI:https://doi.org/10.17507/tpls.0509.03
Cheung, C. L. (2014). Application of scaffolds in genre-informed approach to second language (L2) writing instruction: A case-study of EFL students with low proficiency) (Unpublished Doctoral dissertation). The Chinese University of Hong Kong, Hong Kong. (3714841)
Cock, S. D. (2010). Spoken learner corpora and EFL teaching. In M. C. Campoy, B. Bellés-Fortuno, & M. L. s. Gea-Valor (Eds.), Corpus-based approaches to English language teaching (pp. 123-137). London: Continuum.
Conrad, S. (2004). Corpus linguistics, language variation, and language teaching. In J. M. Sinclair (Ed.), How to use corpora in language teaching (pp. 67-85). Amsterdam: John Benjamins Publishing Company.
Coxhead, A. (2010). What can corpora tell us about English for Academic Purposes? In A. O’Keeffe & M. McCarthy (Eds.), The Routledge handbook of corpus linguistics (pp. 458-470). New York: Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). London: SAGE Pubications, Inc.
Echevarría, J., Vogt, M., & Short, D. J. (2010). Making content comprehensible for secondary English learners: The SIOP® Model. Boston: Pearson Education, Inc.
Edwin Ko, B. A. (2016). A corpus-based study of variation and change in adverb placement across world English, (Unpublished Master’s thesis). Georgetown University, Washington, DC. (10102744)
Flowerdew, L. (2015). Corpus-based research and pedagogy in EAP: From lexis to genre. Language Teaching, 48(1), 99-116. DOI:
Graves, K. (2019). Recent books on language materials development and analysis. ELT Journal, 73(3), 337-354. DOI:https://doi.org/10.1093/elt/ccz026
Karpusenko, V. (2015). Heterogeneous MPI application optimization with ITAC. Retrieved from https://www.sciencedirect.com/topics/computer-science/heterogeneous-cluster
Kawaguchi, Y. (2006). Foundations of center of usage-based linguistic informatics (UBLI). In Y. Kawaguchi, S. Zaima, & T. Takagaki (Eds.), Spoken language corpus and linguistic informatics (pp. 9-33). Amsterdam / Philadelphia: John Benjamins Publishing Company.
Krashen, S. D. (1981). Second language acquisition and second language learning. California: Pergamon Press Inc.
Lamy, M. N., & Mortensen, H. J. K. (2017). ICT4LT Module 2.4: Using concordance programs in the Modern Foreign Languages classroom. Retrieved from http://www.ict4lt.org/en/
Leshchenko, M., Lavrysh, Y., & Halatsyn, K. (2018). The role of content and language integrated learning (CLIL) at Ukrainian and Polish educational systems: Challenges and implication. Advanced Education(9), 17-25. DOI:https://doi.org/10.20535/2410-8286.133409
Lin, M. H., & Lee, J. Y. (2015). Data-driven learning: Changing the teaching of grammar in EFL classes. EFL Journal, 69(3), 264-274. DOI:https://doi.org/10.1093/elt/ccv010
McGrath, L. (2016). Materials evaluation and design for language teaching. Shanghai: Shanghai Foreign Language Education Press.
Mishan, F., & Timmis, I. (2015). Materials development for TESOL. Edinburgh: Edinburgh University Press Ltd.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Özbay, A. S., & Kayaoglu, M. N. (2015). EFL teacher’s reflections towards the use of computerized corpora as a teaching tool in their classrooms. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 44(1), 85-104. DOI:https://doi.org/10.14812/cuefd.54367
Rajandran, K. (2016). Corporate involvement brings environmental improvement: the language of disclosure in Malaysian CSR reports. Social Responsibility Journal, 12(1), 130-146. DOI:https://doi.org/10.1108/srj-02-2015-0030
Rühlemann, C. (2008). Corpora and grammar—how much ‘Well, it depends’ can we take? ELT Journal, 62(1), 86-88. DOI: http://doi.org/10.1093/elt/ccm081
Sinclair, J., & Sinclair, L. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.
Smith-Barrow, D. (2014). Avoid medical school pitfalls as a first-year student. Retrieved from https://www.usnews.com/education/best-graduate-schools/top-medical-schools/articles/2014/09/04/avoid-common-mistakes-as-a-first-year-medical-student
Storjohann, P. (2005). Corpus-driven vs. corpus-based approach to the study of relational patterns. Proceedings of the Corpus Linguistics Conference 2005, 1-20. Birmingham.
Tomlinson, B. (2011). Introduction: Principles and procedures of materials development. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 1-31). Cambridge: Cambridge University Press.
Xu, M. (2004). Corpora and schema theory. In A. He (Ed.), Application of corpora to foreign language education: Theory and practice (pp. 48-60). Guangzhou: Guangdong Higher Education Press.
XXMU. (2017). Introduction of Xinxiang Medical University (XXMU). Retrieved from http://126.96.36.199/s/2/t/1161/p/10/c/6164/list.htm
Yang, Q. (2014). A Corpus-based Study of Chinese English Learners’ Use of Somewhat. Theory and Practice in Language Studies, 4(11), 2331-2336. DOI:https://doi.org/10.4304/tpls.4.11.2331-2336
Yoo, I. W., & Shin, Y. K. (2020). Determiner use in English quantificational expressions: A corpus-based study. TESOL Quarterly, 54(1), 90-117. DOI:http://doi.org/10.1002/tesq.539