The effectiveness of corpus-based training on collocation use in L2 writing for Chinese senior secondary school students

Abstract Corpus tools are known to be effective in helping L2 learners improve their writing, especially regarding use of words. Most corpus-based writing research has focused on university students while little attention been paid secondary school students. This study investigated whether senior China, upon receiving training under the framework data-driven learning (DDL), could vocabulary use, collocations, for International English Language Testing System (IELTS) test. Twenty-two aged 16–18 a Nanchang, China who were planning take IELTS exam participated study. Contemporary American (COCA) and Word Phrase main corpora that participants used learn various search functions. Pre-writing post-writing tests administered measure effect corpus training. In addition, questionnaire interviews collect students’ perspectives attitudes. The results indicate made improvement word selection after three sessions, attitudes towards positive even though they restricted from using computers access inside school.