This study explores how the use of corpus-based approach affects EFL students’ capacity to self-correct their writing errors. Grammatical accuracy and word choice are the two main areas of focus for the research. The purpose of the study is to clarify the theoretical significance of concordances, examine their function in language acquisition, and evaluate how well they can help writers improve their ability to self-correct lexicogrammatical errors in writing. Pre- and post-tests are used in this experimental study of grade ten students in a private school in Lebanon to collect data. The sample consists of twenty-five students as an experimental group. Students were observed before and after using concordances. The pre- and post-test results are compared using descriptive statistics. Comparing the experimental group’s ability to self-correct errors after using concordances, the results show a considerable improvement. It is anticipated that the results of this study will offer insightful information on how well concordances work as a writing tool for students. The results show that on the lexical and grammatical levels, students’ errors decreased after using online corpora, especially in the use of collocations, word meanings and lexical confusion in words such as “there” and “their”, the use of prepositions, articles and subject-verb agreement. They also show how effective corpus-assisted correction is in the treatment of these errors. The ultimate goal of the research is to provide educators with solid strategies that will enable their students to write more accurately and independently, better preparing them for both academic and practical writing assignments.
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