BRIDGING THE LEXICAL GAP: A QUASI-EXPERIMENTAL INVESTIGATION OF CORPUS-GUIDED CONSULTATION FOR ENHANCING ESL ACADEMIC WRITING PROFICIENCY

Abstract

Despite growing pedagogical interest in the application of corpora, learner-centered research regarding direct engagement and perceptions in L2 academic writing remains relatively scarce. The present study investigated the effectiveness of Corpus-Guided Consultation in enhancing the academic writing performance of 100 Pakistani ESL undergraduates. Utilising a quasi-experimental design, the experimental group engaged in data-driven learning (DDL) activities through the Corpus of Contemporary American English (COCA), whereas the control group utilised traditional textbooks and dictionaries. Data were collected through pre- and post-tests, corpus-guided activities, and a 33-item Likert scale questionnaire. Statistical comparisons revealed that the experimental group significantly outperformed the control group, confirming that corpus-guided instruction is more effective for developing academic writing skills than conventional pedagogical methods. Although participants maintained a highly favourable attitude toward corpus utility, the analysis identified critical challenges, including data overload, temporal constraints, and limited technological access. These findings suggest that integrating corpus-based tools into the Pakistani higher education framework can effectively bridge the "lexical gap," provided that educators offer sufficient scaffolding to mitigate technological and cognitive hurdles. This research underscores the transformative potential of Data-Driven Learning (DDL) as a viable, technologically advanced alternative to traditional lexicographical tools. Ultimately, adopting such learner-oriented approaches empowers educational stakeholders to dismantle long-standing writing barriers and foster a more refined level of academic discourse within the ESL landscape.