The effect of hands-on and hands-off data-driven learning on low-intermediate learners’ verb-preposition collocations

Saeedakhtar, Afsaneh; Bagerin, Maryam; Abdi, Reza

doi:10.1016/j.system.2020.102268

Cited by 18 publications

(21 citation statements)

References 34 publications

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“…The fact that the greatest improvement was found in low-level DDL students is worth special attention. Echoing Saeedakhtar et al’s (2020) study, this finding goes beyond the belief of most previous researchers on effectiveness of using DDL with high and intermediate proficiency students (Aston, 2001; Boulton & Cobb, 2017; H. Lee et al, 2019; Lin, 2016).…”

Section: Discussionmentioning

confidence: 50%

“…This rule-inferencing model has hitherto enjoyed support from important learning theories (e.g., the discovery learning and noticing hypothesis) and has capitalized on much empirical evidence. For example, many scholars have found DDL effective for learning collocations (Daskalovska, 2015;Saeedakhtar et al, 2020;Uçar & Yükselir, 2015;Wu et al, 2019), writing (M. Chen et al, 2015;Crosthwaite, 2020;Mizumoto et al, 2017;Poole, 2016;Sun & Hu, 2020), and vocabulary (Karras, 2016;H. Lee et al, 2017H.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Data-Driven Learning on College Students of Different Grammar Proficiencies: A Preliminary Empirical Assessment in EFL Classes

Lin

2021

Sage Open

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This article reports a pre–post comparative study investigating whether the data-driven learning (DDL) approach has different pedagogical effects on grammar students of English as a foreign language (EFL) with different levels of English proficiency. The study entailed a treatment group (TG) of 95 first-year undergraduates who learned grammar using DDL and a control group (CG) of 84 students who received no grammar treatment. Most of the participants were 18 or 19 years old, with only a few outliers, aged 17 or 20. The grammar performance and learning attitudes in both groups (their motivation and self-efficacy) were quantitatively examined through grammar achievement tests and a questionnaire. The data obtained from the groups were then compared at three proficiency levels: high, intermediate, and low. The results of an analysis of covariance show that in grammar performance, the proficiency levels in all the TG students rose significantly and in the posttest they outperformed their counterparts in the CG. However, neither the members of the TG nor those of the CG made any statistically significant improvement in their learning attitudes; no significant differences were found between the groups at any proficiency level. The mixed findings make an important contribution to the field, confirming that DDL is pedagogically suitable for enhancing the linguistic knowledge of university-level grammar learners, regardless of their proficiency, but warning that practitioners who treat the development of learner attitudes (e.g., motivation and self-efficacy) as important should be cautious with this approach.

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Section: Discussionmentioning

confidence: 50%

Section: Introductionmentioning

confidence: 99%

Effects of Data-Driven Learning on College Students of Different Grammar Proficiencies: A Preliminary Empirical Assessment in EFL Classes

Lin

2021

Sage Open

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“…The idea behind chunk studies is that native speakers employ many chunks in their everyday conversation, which identifies them as proficient speakers of the language ( Gilmore and Millar, 2018 ; Carrol and Conklin, 2020 ). Saeedakhtar et al (2020) results on the significance of multi-word strings on the concept of fluency showed that mastering ready-made chunks might assist students in improving their English fluency. Participants were informed about the benefits of utilizing chunks in their speech and were urged to do so throughout the semester.…”

Section: Introductionmentioning

confidence: 99%

Intermediate English as a Foreign Language learners’ formulaic language speaking proficiency: Where does the teaching of lexical chunks figure?

Albelihi

2022

Front. Psychol.

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This research aims to investigate the impact of learning lexical chunks on the English as a Foreign Language (EFL) Saudi learners’ (aged 13 to 17) speaking fluency. The study uses an intervention with intermediate Saudi learners comprising lexical chunks based upon the books Collocation in Use and Common Idioms in English. Findings obtained from the post-test show that the experimental groups scored significantly better when compared to their performance in the pre-test of speaking fluency. On the contrary, the difference in the performance of the control group between the pre and post-tests is not significant as far as speaking fluency is concerned. The findings also show that the experimental group participants had favorable sentiments regarding explicit lexical chunk training. The research has theoretical and practical consequences in teaching and learning a foreign/second language.

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“…Accordingly, it is not surprising that DDL implemented by the present study positively affected the grammar knowledge of the participants. In contrast to traditional approaches, DDL is believed to be more innovative, re ect discovery learning (Johns, 1990), enhance learners' autonomy (Chambers, 2005), be learner-centered (Saeedakhtar et al, 2020), follow a self-guided learning approach (Crosthwaite, 2020), and sharpen their knowledge of ICT (Johns, 1993). These ndings were corroborated by the respondents' idea since they believed that indirect DDL was far more intriguing and different from the traditional approach, and they emphasized that indirect DDL gave them a sense of independence.…”

Section: Discussionmentioning

confidence: 99%

“…The effect of DDL and corpus-based instructions on various language skills and sub-skills has been investigated. Research has indicated the positive effects of DDL on phraseology learning (Ackerley, 2017), L2 lexical acquisition (Lee et al, 2019;Lee et al, 2020), collocation (Akinci & Yildiz, 2017;Chang, 2023;Saeedakhtar et al, 2020;Vyatkina, 2016), and technical words (Chang, 2023). Other studies have shown improvements in students' writing following the use of corpora (Chen & Flowerdew, 2018;Crosthwaite, 2020;Muftah, 2023;Yoon & Hirvela, 2004;Yoon & Jo, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing Indirect Data-Driven Learning and Traditional Deductive Approach to Teach Cohesive Devices: The Case of Persian High School Students Learning English as a Foreign Language

Moradi,

Pasquarella

2024

Preprint

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This study evaluated the effect of indirect Data-Driven Learning (DDL) and Traditional Deductive Approach (TDA) on the knowledge of cohesive devices in a virtual classroom. Thirty-one English as a foreign language learners (EFL) (mean age = 16.25) were randomly assigned to DDL or TDA conditions. The DDL (treatment) group (N = 16) was required to study materials derived from authentic corpora, prepared by their instructor. The TDA (control) group (N = 15) was taught using a formulaic and mechanical structure. Participants took a pre-test, immediate post-test, and delayed post-test of cohesive devices. The DDL participants also completed a semi-structured interview. The results revealed that although both groups enhanced the knowledge of cohesive devices, indirect DDL yielded more learning gains at post-test. However, the DDL group showed equal learning retention compared to the TDA group at follow-up. Finally, an interview with the indirect DDL participants demonstrated that most of them held positive attitudes toward applying indirect DDL to virtual classrooms. The study concludes with DDL educational implications and the importance of implementing DDL for young EFL students with intermediate English proficiency using virtual tools. We provide some limitations of the current study and offer suggestions for future research on DDL.

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The effect of hands-on and hands-off data-driven learning on low-intermediate learners’ verb-preposition collocations

Cited by 18 publications

References 34 publications

Effects of Data-Driven Learning on College Students of Different Grammar Proficiencies: A Preliminary Empirical Assessment in EFL Classes

Effects of Data-Driven Learning on College Students of Different Grammar Proficiencies: A Preliminary Empirical Assessment in EFL Classes

Intermediate English as a Foreign Language learners’ formulaic language speaking proficiency: Where does the teaching of lexical chunks figure?

Implementing Indirect Data-Driven Learning and Traditional Deductive Approach to Teach Cohesive Devices: The Case of Persian High School Students Learning English as a Foreign Language

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