Online corpus referencing through web applications such as fraze.it can help non-native language teachers train tertiary level learners of academic writing by providing them with native or near-native perspectives which come within concordance lines derived from authentic sources. The present study features a semi-experimental design in order to reach an understanding of the impact of simulated academic reading (SAR), which denotes a sentence-based approach to getting students familiar with the authentic use of English in academic texts. The sample (N = 62) is comprised of English for academic purposes (EAP) students taking a grammar course with a specific focus on academic writing at the language school of a state university in Turkey. In order to see the difference that SAR could make, the sample was split into an experimental group (n = 32) and a control group (n = 30). Whilst the experimental group received SAR-weighted grammar aid through effective teacher guidance for seven weeks, the control group was required to follow the guidelines exerted by the existing curriculum. The quantitative data were collected through the application of a delayed pre-test and a post-test, and the scores of the learners in the two groups were compared through a paired sample t-test. The qualitative data was collected by means of an online survey of four open ended questions, and a corpus analysis was conducted to reach common codes and themes emerging in the responses. The difference between the test scores of the two groups were statistically significant. This overall trend was concurrent in the responses to the survey as well. Further research is needed to see the extent to which SAR can change the way learners learn in the long run, though.

通过诸如fraze.web之类的网络应用程序引用的在线语料库可以通过为非母语教师提供母语或近乎本地的观点，从而为他们提供来自真实来源的一致观点，从而帮助他们培训学术写作的大专生。本研究采用半实验设计，以了解模拟学术阅读（SAR）的影响，这是一种基于句子的方法，旨在使学生熟悉学术课本中英语的真实用法。样本（N = 62）由在土耳其国立大学语言学校修读语法课程，特别侧重于学术写作的学术英语（EAP）学生组成。为了了解SAR的不同，将样品分为实验组（n  = 32）和对照组（n = 30）。虽然实验组通过有效的教师指导接受了SAR加权语法帮助达7周，但对照组仍需遵循现有课程中的指导原则。通过应用延迟的前测和后测来收集定量数据，并通过配对样本t检验比较两组学习者的得分。通过对四个开放性问题的在线调查，收集了定性数据，并进行了语料库分析，以得出在回答中出现的常见代码和主题。两组的考试成绩之间的差异具有统计学意义。总体趋势在调查的回复中也是并发的。