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In:Exploring and Exploiting Parallel Corpora of Spanish: The PaCorES corpus collection in language and translation education and research
Edited by Irene Doval and M. Teresa Sánchez Nieto
[Studies in Corpus Linguistics 129] 2026
► pp. 87–109

The PaEnS corpus

A catalyst for fostering meaningful learning of Spanish as an additional language

 | Columbia University
This content is being prepared for publication; it may be subject to changes.
Abstract
Technology-enhanced approaches are increasingly enriching Spanish teaching and learning, providing access to authentic language and supporting linguistic development. This study examines university students’ perceptions of the PaEnS corpus as a resource for meaningful, autonomous learning. Corpus-based classroom tasks were implemented, followed by a Likert-scale survey evaluating their perceived usefulness. Semi-structured interviews were then conducted to obtain qualitative evidence, which was triangulated with activity outcomes and survey results. Findings indicate that corpus consultation promotes reflection on meaning, vocabulary growth, and context-sensitive translation, although time demands and an initial learning curve persist. Overall, the study assesses the extent to which the PaEnS corpus enriches Spanish pedagogy by fostering learner autonomy, deeper engagement, and more durable learning across tasks.
Article outline
  • 1.Introduction
  • 2.A multidisciplinary framework for parallel corpus-based language learning
    • 2.1Spanish as an additional language
    • 2.2Pedagogical approaches, autonomy, and motivation
    • 2.3Translation machines, parallel corpora, and digital literacy
  • 3.Methodological framework: Research design
    • 3.1Participants and context
    • 3.2Research tools and instruments
    • 3.3Research procedures
    • 3.4Data analysis and results
  • 4.Discussion and implications
  • 5.Limitations and future research directions
  • 6.Conclusion
  • Author queries
  • Notes
  • References
  • Appendix
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