Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning

Zare, Javad; Karimpour, Sedigheh; Delavar, Khadijeh Aqajani

doi:10.1080/09588221.2021.1953081

Cited by 9 publications

(8 citation statements)

References 48 publications

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“…As confirmed by previous studies (e.g., Grafton et al, 2014;Mobini et al, 2014), the teachers' explicit instruction reduces anxiety symptoms among the students, and might thus increase the students' motivation. This is in keeping with the findings of Zare et al (2021) that using DDL through concordancing not only did not lead to increase in the students' enjoyment of foreign language learning but also resulted in increase in their anxiety. Hence, the students' less motivation might also be explained by their less foreign language enjoyment following the intervention.…”

Section: Discussionsupporting

confidence: 90%

“…Altogether, the results highlight the female students' inclination toward teacher-centered classes, and their dependence on the teacher as the sole provider of information. Given the effectiveness of DDL though concordancing in improving the students' comprehension of English academic lectures (e.g., Zare, 2020;Zare et al, 2021), it is important to raise the students' awareness of the advantages of DDL and concordancing and encourage them to use it in learning certain aspects of the English language.…”

Section: Discussionmentioning

confidence: 99%

“…For example, the study by Koosha and Jafarpour (2005) on the use of DDL for teaching collocations of prepositions found DDL effective in enhancing students' sentence production. Findings show the advantages of DDL through concordancing in teaching and learning academic skills and sub-skills and suggesting their efficiency and application in second language teaching and learning (Zare et al, 2021).…”

Section: Introductionmentioning

confidence: 88%

“…Despite the importance of DDL and concordancing as an application of DDL in improving English language learning (Chambers and Kelly, 2004;Chambers, 2005Chambers, , 2010Boulton, 2009, Boulton, 2017Gilquin and Granger, 2010;McEnery and Xiao, 2011;Flowerdew, 2015;Lee and Lin, 2019;Zare et al, 2021), no study has so far investigated the impact of using concordancing on the learners' motivational behavior. Therefore, relying on Dörnyei's tripartite model of the L2 motivational self-system, the present study aims to investigate whether using concordancing has any significant impacts on the students' language learning motivation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The last two decades have seen a surge of interest in exploring the role of data-driven learning (DDL) in language teaching and learning (e.g., Yoon and Hirvela, 2004;Koosha and Jafarpour, 2005;Geluso, 2013;Yoon and Jo, 2014;Yunus and Awab, 2014;Zare et al, 2021). For example, the study by Koosha and Jafarpour (2005) on the use of DDL for teaching collocations of prepositions found DDL effective in enhancing students' sentence production.…”

Section: Introductionmentioning

confidence: 99%

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Classroom Concordancing and Second Language Motivational Self-System: A Data-Driven Learning Approach

Zare

Karimpour

2022

Front. Psychol.

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Research shows that exploring language corpora through data-driven learning (DDL) plays a significant role in language learning. Nevertheless, it is not clear if using concordancing as an application of DDL affects the learners’ second language motivation. To address this gap, the current study adopted a triangulation design, validating quantitative data model, and a quasi-experimental (comparison group, pretest-posttest) design. Ninety English-major university students with an intermediate level of English language proficiency, divided into control and experimental groups, took part in the study. Drawing on a second language motivational self-system questionnaire, the findings of the study did not result in any statistically significant differences between the students in their second language motivational self-system. Altogether, the students found learning English through a DDL approach with concordancing less motivating than receiving explicit instruction. The study has implications for language teaching and learning.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Classroom Concordancing and Second Language Motivational Self-System: A Data-Driven Learning Approach

Zare

Karimpour

2022

Front. Psychol.

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The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study

Zare,

Azari Noughabi,

Al-Issa

2024

ReCALL

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Data-driven learning (DDL) form-focused tasks are a relatively new concept. These tasks involve using concordance lines to teach language in a way that integrates discovery learning, authentic language use, consciousness-raising, and the communicative use of language. Given their novelty, there haven’t been many studies on how they impact learners’ engagement. Therefore, this study sought to study whether DDL form-focused tasks influence English as a foreign language (EFL) learners’ task engagement. A total of 114 Iranian EFL learners were randomly divided between comparison and intervention groups in a study that utilized an experimental (comparison group, pretest, and post-test) design within a sequential explanatory mixed-methods design. The comparison group completed 10 non-DDL form-focused tasks, whereas the intervention group completed 10 DDL form-focused tasks. The results of t-tests and repeated-measures ANOVA indicated that incorporating DDL form-focused tasks into English classes enhanced EFL learners’ task engagement in the short run. However, the impact of DDL form-focused tasks on EFL learners’ task engagement was not durable. Moreover, analyzing semi-structured interview data suggested that using DDL-enhanced tasks with a form-focused approach increases EFL learners’ task engagement by triggering their curiosity, improving their autonomy, enhancing their concentration and interest, and facilitating their discovery learning. The present study lends more credence to the application of such tasks. The paper ends with implications for English language teaching and materials development.

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Enhancing English learning materials with data-driven learning: a mixed-methods study of task motivation

Zare

Delavar

2022

Journal of Multilingual and Multicultural Development

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Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning

Cited by 9 publications

References 48 publications

Classroom Concordancing and Second Language Motivational Self-System: A Data-Driven Learning Approach

Classroom Concordancing and Second Language Motivational Self-System: A Data-Driven Learning Approach

The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study

Enhancing English learning materials with data-driven learning: a mixed-methods study of task motivation

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