In other words, this research was aimed to answer this research question: how do learners experience digital technology for their foreign language learning? This research is in the form of qualitative which includes three learners as participants. Identifying learners' experiences in integrating digital technology for their foreign language learning was the objective of this research. From this case, the different exposures of target languages might influences learners' competencies in learning the language. With the exposures from kinds of digital technology, learners get more varied and unique contacts.
Learners not only get those language contacts in the classroom, but also outside of the class.
The high technological developments make foreign language contacts easier than ever. This paper describes the background of the study, general aspects of “classroom concordancing,” research methodology, and findings from the study. During the study, the experimental group was trained through paper-based and hands-on activities to deal with concordance information in the corpus, whereas the comparison group was taught through reading and vocabulary exercises. This target word list was used to design all lessons, materials, activities, and tests. Then target words were selected from high frequency words in the corpus, which were also words in the GSL or AWL lists. In the preparatory stage, a purpose-built corpus was compiled from academic texts in engineering fields. The study was conducted with two intact groups of engineering students in one academic semester. In addition, the study aimed at exploring students' learning processes and attitudes while dealing with classroom concordancing. In the study, vocabulary learning was integrated into an existing reading course, and classroom concordancing was applied with the objective of comparing its learning effects on vocabulary learning with those of a conventional method.
This paper is based on action research aimed at solving the problem of engineering students' insufficient vocabulary size for academic reading.
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