Concordancing in writing pedagogy and CAF measures of writing

Samoudi, Negin; Modirkhamene, Sima

doi:10.1515/iral-2020-2014

Cited by 9 publications

(11 citation statements)

References 52 publications

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“…The fact that the group who used a smaller number of words within the same time period. These findings are in line with the previous studies asserting that integration of language corpora into writing could be helpful for the learners to notice and learn lexico-grammatical patterns and collocations (Huang, 2014;Kaur & Hegelheimer, 2005;Luo, 2016;O'Sullivan & Chambers, 2006;Samoudi & Modirkhamene, 2020).…”

Section: Discussionsupporting

confidence: 92%

“…Improvement in accuracy as a result of DDL for revision has also been reported in a semester-long study by Liou (2019), who concluded that using corpus tools at the revision stage of writing helps EFL learners produce more accurate writings. These findings favouring the use of DDL for the improvement of accuracy were completely contradicted by the findings by Samoudi and Modirkhamene (2020). They found 'no significant usefulness of applying the direct DDL method to improve learners' writing CAF measures' (p. 20).…”

Section: Caf Measures L2 Writing and Ddlmentioning

confidence: 87%

“…Finally and most importantly, previous studies mainly rely on error frequencies in gauging the learner outcomes and writing performances (Crosthwaite, 2017;Crosthwaite et al, 2020;Mueller & Jacobsen, 2015;Tono et al, 2014). Only a few (Huang, 2014;Luo, 2016;Samoudi & Modirkhamene, 2020) examined the impact of DDL at revision stage of L2 writing using CAF measures.…”

Section: Introductionmentioning

confidence: 99%

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Data‐driven learning: English as a foreign language writing and complexity, accuracy and fluency measures

Kızıl¹

2023

Computer Assisted Learning

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Background Data‐driven learning (DDL) has been regarded as one of the promising approaches that could effectively enhance writing performance of English as a foreign language (EFL) learners. Although extensive research has been conducted on the use of DDL in developing various aspects of writing skill, there exist only few studies to date that focus on DDL for revising writing despite its great potential for revision. Furthermore, among the existing studies, very few investigated DDL at revision stage by referring to complexity, accuracy and fluency (CAF) measures which are objective and reliable indices of writing quality, and none has examined these three CAF measures jointly as an index of writing development. Objectives With the purpose of addressing these gaps, the present article describes an instructional design which integrates DDL into the writing process of EFL learners who were taught how to exploit corpus data in revising their writings and then reports on the effects of such a design on their actual learning outcomes as measured in CAF. Methodology In a quasi‐experimental between‐group pre‐test/post‐test design, 31 tertiary level EFL students were divided into experimental (DDL) and control (non‐DDL) groups. Experimental group was instructed on corpus consultation to revise their writings while the control group followed the conventional practices of using dictionaries, textbooks and teacher explanations in revising their writings. Writing performance of each group was analysed based on CAF measures and compared through one‐way between‐group multivariate analysis of covariance. Results and Conclusions The findings showed that DDL used for writing revision had a significant, positive effect on fluency and lexical complexity as DDL group outperformed the non‐DDL group in producing lexically diverse and fluent writings. However, no statistically significant evidence was found favouring the effect on DDL on accuracy and grammatical complexity.

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Section: Discussionsupporting

confidence: 92%

Section: Caf Measures L2 Writing and Ddlmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

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Data‐driven learning: English as a foreign language writing and complexity, accuracy and fluency measures

Kızıl¹

2023

Computer Assisted Learning

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“…EFL/ESL writing studies that examine degree of improvement or success by instruction, intervention, and/or assessment could divide students into control-treatment groupings, evaluate performance over a pre-set period of time, or determine performance differences through corpus-based investigations (e.g., Barrot & Gabinete, 2021; Samoudi & Modirkhamene, 2020). Whereas, this study investigates the exophonic writings of English writing center visitors who elected of their own accord to seek feedback or coaching in order to strengthen their writing skills.…”

Section: Methodsmentioning

confidence: 99%

Writing Center Visitors: Influence of L1 Writing Skills on Students’ Exophonic Writings

2021

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This study investigated the influence of acquired L1 writing skills on exophonic writings of students ( N = 147) from diverse majors, who visited an English writing center for assistance. Affective differences revealed students with L1 writing tutelage (WL1) had lower avoidance behavior and higher extrinsic motivation and writing self-efficacy. Self-perceived L2 writing ability was found to be a principal factor for WL1. Writing self-efficacy appeared essential for students without L1 writing tutelage (WOL1). Regression analysis found learner self-beliefs and somatic anxiety (negative) influenced self-perceived L2 writing ability for WL1, and holistic self-beliefs on English writing (HSE) and cognitive ability (negative) for WOL1. Acquired L1 writing skills did not tangibly influence L2 performance. No large impact factors were found for WL1, but HSE and attitudes & reaction (negative) impacted WOL1 performance. Implications such as performance may not be a main concern among exophonic writers, and the need for English writing centers in non-L1 (English) countries are discussed.

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“…The latter is highlighted by Johns ( 1990 ) who uses the term data-driven learning (DDL). Thereafter, a large number of studies have been conducted on the effects of DDL on students' second language competence, especially in writing (Huang, 2014 ; Tono et al, 2014 ; Samoudi and Modirkhamene, 2022 ), vocabulary acquisition (Lee and Lin, 2019 ; Lee et al, 2020 ), reading comprehension (Hadley and Charles, 2017 ), and translation (Gavioli, 2005 , p. 114-118; Zanettin, 2009 ; Giampieri, 2019 ). Among studies on the DDL approach in translation practice, less attention has been paid to the self-translation of academic discourse.…”

Section: Introductionmentioning

confidence: 99%

Applying data-driven learning in self-translation of academic discourse: A case study of a Chinese medical student

Zi-man²

2023

Front. Psychol.

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This article reports on an experiment on the use of data-driven learning (DDL) in the revision of self-translation by a Chinese medical student. The think-aloud method is employed to investigate the difficulties the student encountered in self-translation and the effectiveness of DDL in improving the quality of self-translation. Results show that difficulties in the self-translation of medical abstracts are mostly associated with markers of rhetorical moves, terminologies, and conventional academic expressions and that they can be effectively solved by such corpus consultation strategies as checking possible options in bilingual dictionaries, using the most certain keywords to find collocations, and using the most possible accompanying words to find contexts. A comparison of translations before and after the application of DDL reveals that it could help improve translation quality in lexical choices, syntactic structures, and discourse practice. An immediate interview shows that the participant holds a positive attitude toward DDL.

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Concordancing in writing pedagogy and CAF measures of writing

Cited by 9 publications

References 52 publications

Data‐driven learning: English as a foreign language writing and complexity, accuracy and fluency measures

Data‐driven learning: English as a foreign language writing and complexity, accuracy and fluency measures

Writing Center Visitors: Influence of L1 Writing Skills on Students’ Exophonic Writings

Applying data-driven learning in self-translation of academic discourse: A case study of a Chinese medical student

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