Can Concordle help students to improve reading skills and learning vocabulary

This study was based on corpus linguistics. To do this corpus-based study, the first 5 units of the book “concepts and comments” were typed and submitted to concrodle software online program. The output was shown in the form of word clouding and concordancing. The participants were 270 general English students of Islamic Azad University, Jahrom branch, which randomly assigned to control and experimental groups. Word clouding was used in the experimental groups to find main idea and concordacing was used to teach vocabulary as well as reading comprehension skill. While in the control group this intervention was not available and the students did not have access to word clouding and concordancing. Each session, tests of reading comprehension and vocabulary were conducted at the end for both groups. The result of repeated measure ANOVA for five exams revealed that though both groups improved from the first exam to the fifth, this improvement was significant for the experimental group. In other words, control and experimental groups performed differently in each exam in favor of the experimental group. This meant that concordancing had a positive effect on finding main idea, reading skill and vocabulary learning after a repeated time.

This study was based on corpus linguistics. To do this corpus-based study, the first 5 units of the book “concepts and comments” were typed and submitted to concrodle software online program. The output was shown in the form of word clouding and concordancing. The participants were 270 general English students of Islamic Azad University, Jahrom branch, which randomly assigned to control and experimental groups. Word clouding was used in the experimental groups to find main idea and concordacing was used to teach vocabulary as well as reading comprehension skill. While in the control group this intervention was not available and the students did not have access to word clouding and concordancing. Each session, tests of reading comprehension and vocabulary were conducted at the end for both groups. The result of repeated measure ANOVA for five exams revealed that though both groups improved from the first exam to the fifth, this improvement was significant for the experimental group. In other words, control and experimental groups performed differently in each exam in favor of the experimental group. This meant that concordancing had a positive effect on finding main idea, reading skill and vocabulary learning after a repeated time.