Enhancing writing pedagogy with learner corpus data

Abstract

Learner corpora have become prominent in language teaching and learning, enhancing data-driven learning (DDL) pedagogy by promoting 'learning driven data' in the classroom. This study explores the potential of a local learner corpus by investigating the effects of two types of DDL activities, one relying on a native-speaker corpus (NSC) and the second combining native-speaker and learner corpora. Both types of activities aimed at improving second language writers' knowledge of linking adverbials and were based on a preliminary analysis of adverbial use in the local learner corpus produced by 31 study participants. Quantitative and qualitative data, obtained from writing samples, pre/post-tests, and questionnaires, were converged through concurrent triangulation. The results showed an increase in frequency, diversity and accuracy in all participants' use of adverbials, but more significant improvement was made by the students who were exposed to the corpus containing their own writing. The findings of this study are thus interpreted as suggestive that combining learner and native-speaker data is a feasible and effective practice, which can be readily integrated in DDL-based instruction with positive impact.

Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners

“…There has been unquestionably substantial research on the use of DDL for several areas of language teaching; mainly lexis and grammar and their reflection in writing and speaking (Boulton, 2009(Boulton, , 2010Cotos, 2014;Gabrielatos, 2013;Geluso & Yamaguchi, 2014). DDL was found more advantageous in language teaching when compared to traditional approaches, particularly in improving lexical competence of language learners.…”

Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies

“…The second stream of studies explored the effects of using different types of corpora on writing. Chang [26] examined the usefulness of general corpora and specialized corpora as reference resources for academic English writing, while Cotos [37] compared the effectiveness of combining native-speaker and learner corpora and exposing students only to native-speaker data in improving L2 writers' knowledge of linking adverbials. These studies were mainly conducted by comparing the usefulness of different reference tools; however, Geluso [32] made a different comparison, which contrasted learners' initial Google-informed phrases vs final nonGoogle-informed phrases, suggesting that Google could be an effective reference tool to improve the naturalness of their productive language use.…”

How Does Data Driven Learning Affect the Production of Multi-Word Sequences in EAP Students’ Academic Writing?

“…Numerous studies have investigated the effectiveness of DDL in teaching linking adverbials (LAs), a construct related to MWS [5,[9][10]12]. Linking adverbials connect sections of text, either within a sentence or across longer sections of text.…”

“…Garner found a statistical difference between correct use of LAs in pretest and posttest essays, from which he infers the effectiveness of the treatment. Cotos [9] aimed to find out whether the inclusion of a learner corpus would impact the effectiveness of DDL in teaching LAs to L2 English undergraduates. She instructed two classrooms via DDL, but only the LLD group used a learner corpus of essays written by unidentified course students.…”