Providing feedback on students’ writing in EFL classes with #LancsBox

Abstract

Heavy workloads do not always allow EFL teachers to be sole feedback providers, so there is a need to search for tools to facilitate the feedback provision process. This exploratory case study regarding students’ writing in EFL classes adopted a corpus-based approach. It used #LancsBox, a corpus tool, to analyse posts written on Moodle by Lithuanian students of English, as the study aimed to see what kind of information could be received and then provided to the students. The analysis revealed certain spelling variations, collocations, and patterns of information. The article suggests that corpus-driven analysis of written texts could be used for providing indirect feedback to higher-proficiency EFL students to foster their ability to correct their errors independently.