Teaching Grammar through Data-Driven Learning (DDL) Approach

Abstract

Abstract-Although English has been taught as a compulsory subject from elementary to college level, many students consider English a challenging one especially when dealing with grammar. This paper reported an implementation of teaching grammar to students specialized in midwifery by integrating a Data-Driven Approach (DDL) into grammar teaching. DDL approach has gained popularity in English Language Teaching (ELT) in the last decade considering its benefits to empowering students to learn grammar inductively, and encourage students to be active. This research was qualitative at large and conducted in an EFL class of midwifery major at a state university in Karawang regency, West Java. Thirty students participated in this research. It lasted two months, in which students prepared and worked on specific grammar items, for example, conjunction, countable and uncountable nouns, and possessive pronoun, for about ninety minutes in the class hour. Student responses were drawn to reveal their attitudes and responses towards the implementation of the DDL approach in teaching grammar. The results showed the way the DDL approach was implemented in teaching grammar through four stages of teaching procedures, as proposed by Oghigian and Chujo (2010), including hypothesis formation through inductive DDL tasks, explicit explanation from the teacher to conform or to correct these hypotheses, hypotheses testing through follow-up exercises (homework) and teacher feedback on homework, and production through followup exercises (in class) and teacher feedback on homework. In addition, most students responded positively towards the implementation of DDL in learning grammar. The research concluded that DDL approach can be an effective learning approach to teaching and learning grammar for its incentives to encourage students to be active language learners.

Effectiveness of Grammar Learning through Data-Driven Learning (DDL) with Undergraduate Students

“…With regard to the second research question, the results from the questionnaire show that some of the students reflect positive attitudes towards DDL activities as they found it fun and not boring (Boontam & Phoocharoensil, 2018). The results from the survey were found to be similar with a previous study of Yepes and Krishnamurthy (2010) that most of the learners considered DDL as a helpful method for acquiring new grammatical knowledge and wished to learn other English lessons through DDL activities (Lin & Lee, 2015;Nugraha et al, 2017). Interestingly, in this current study, DDL could help students retain their long-term memory knowledge and guide them to be active learners in the classroom since they reflected DDL differed from traditional classroom (Lin & Lee, 2015;Nugraha et al, 2017;Boontam & Phoocharoensil, 2018).…”

“…Some scholars (such as Yepes & Krishnamurthy, 2010;Huang, 2014;Lin & Lee, 2015;Nugraha et al, 2017 andBoontam &Phoocharoensil, 2018) found the advantages of DDL in grammar teaching. To illustrate, the research by Yepes and Krishnamurthy (2010) explored the effectiveness of both corpus-based and corpus-driven approaches by employing the Aston Corpus Network (ACORN) to teach Spanish grammar.…”

“…The learners' roles appeared to be active learners in this approach when compared to Grammar Translation Method (GTM) in which learners' roles are seen as passive learners. Next, it is the study by Nugraha et al (2017) which employed the British National Corpus (BNC) in teaching grammar. The findings also confirmed the results of other studies that the majority of the students had positive attitudes towards DDL method in which they felt that this was different and effective from traditional English lessons.…”

Effectiveness of English Preposition Learning through Data-Driven Learning (DDL)

“…The questionnaire and interview results show that the students have positive attitudes towards learning through a DDL method as they found it fun, interesting and challenging (Flowerdew 2012). Consequently, the majority of them wanted to study other English lessons through DDL in the future as they considered this method as a helpful resource for learning new grammatical knowledge, which is conforming to other related studies (Boulton 2010, Yepes & Krishnamurthy 2010, Nugraha, Miftakh & Wachyudi 2017. Moreover, it was found that DDL seems to help students retain their knowledge in the long term (Lin & Lee 2015, Smart 2014).…”

Factors Affecting Bachelors of Engineering and Technology Academic Performance in Teaching English for Special Purposes: Corpus Approach and Terminological Units

“…Bearing these changes in Russian engineering education in mind, there is a need to improve existing programs and develop new ones in order to upgrade the quality of engineering training (Almetov et al, 2020;Gerasimova et al, 2022;Kharlamova et al, 2023;Sveshnikova et al, 2022). It is worth mentioning that currently many foreign and Russian higher education systems are developing and applying educational standards and approaches to learning, including English, with due account for the widespread use of modern information technology that can influence the acquisition of the necessary knowledge and skills (Aleryani et al, 2019;Rus, 2019;Nikonova et al, 2023;Varlakova et al, 2023). Thus, the dynamically developing approaches to learning English based on the use of online technology and databases can also include the use of text corpora (Fauzan et al, 2022;McGrath et al, 2022;Nugraha et al, 2017).…”