Jarvis Looi
Biographic Data
| ID | 6521584 |
|---|---|
| NAME | Jarvis Looi |
| GIVEN NAMES | Jarvis |
| FAMILY NAME | Looi |
| SIGNATURE | LOOI J |
| AFFILIATIONS | Faculty of Languages and Linguistics University Malaya, Lingkungan Budi Kuala Lumpur Malaysia |
| ORCID | 0009-0008-7772-0555 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Data‐Driven Learning
Data‐driven learning (DDL) is a language‐learning approach grounded in the tools and techniques of corpus linguistics. Popularized by Tim Johns in the late 1980s, DDL promotes language learning by giving learners direct access to authentic language data. It also fosters learner autonomy by likening learners to language researchers who explore corpus data, identify patterns, and form hypotheses to solve language problems. Traditionally implemented…
Learning events and sequences
While frameworks like Illustration-Interaction-Intervention-Induction often guide data-driven learning (DDL), few studies examine whether they reflect actual learner behaviour or a prescriptive ideal. This paper analysed field recordings and worksheets from 61 participants using grounded theory, identifying ‘learning events’ (i.e., what learners do) and ‘learning sequences’ (i.e., when and why they do so), grounded in constructivism, sociocultura…
From theory to data
This paper presents a corpus-based study that evaluates variables identified introspectively by Berthonneau (2002) in relation to the alternation between two French synonymous: prochain (‘next’ or ‘upcoming’) and suivant (‘following’ or ‘next’). Employing a multifactorial and behavioural profiles approach, we explore the asymmetry in their temporal and spatial applications. Our findings highlight distinct uses with temporal nouns, whereas uses wi…
Data‐Driven Learning
This study explores the potential of data‐driven learning (DDL) as a complement to traditional coursebooks for multilingual learners of French as a foreign language. Motivated by the need to address insufficiencies in coursebooks, such as oversimplified and misrepresented grammar rules, the study aims to examine how DDL facilitates the learning of French, focusing on adjective placement. To investigate this, the study employed a mixed‐methods exp…
No prominent works on this page.
From theory to data
This paper presents a corpus-based study that evaluates variables identified introspectively by Berthonneau (2002) in relation to the alternation between two French synonymous: prochain (‘next’ or ‘upcoming’) and suivant (‘following’ or ‘next’). Employing a multifactorial and behavioural profiles approach, we explore the asymmetry in their temporal and spatial applications. Our findings highlight distinct uses with temporal nouns, whereas uses wi…
Data‐Driven Learning
This study explores the potential of data‐driven learning (DDL) as a complement to traditional coursebooks for multilingual learners of French as a foreign language. Motivated by the need to address insufficiencies in coursebooks, such as oversimplified and misrepresented grammar rules, the study aims to examine how DDL facilitates the learning of French, focusing on adjective placement. To investigate this, the study employed a mixed‐methods exp…
Data‐Driven Learning
Data‐driven learning (DDL) is a language‐learning approach grounded in the tools and techniques of corpus linguistics. Popularized by Tim Johns in the late 1980s, DDL promotes language learning by giving learners direct access to authentic language data. It also fosters learner autonomy by likening learners to language researchers who explore corpus data, identify patterns, and form hypotheses to solve language problems. Traditionally implemented…
Learning events and sequences
While frameworks like Illustration-Interaction-Intervention-Induction often guide data-driven learning (DDL), few studies examine whether they reflect actual learner behaviour or a prescriptive ideal. This paper analysed field recordings and worksheets from 61 participants using grounded theory, identifying ‘learning events’ (i.e., what learners do) and ‘learning sequences’ (i.e., when and why they do so), grounded in constructivism, sociocultura…
Sociocultural evolution (2 works) · Alternation (linguistics (1 work) · Autonomy (1 work) · Categorization, perception, and language (1 work) · Chemistry (1 work) · Complement (music (1 work) · Comprehension approach (1 work) · Deixis (1 work) · EFL/ESL Teaching and Learning (1 work) · Evaluation of Teaching Practices (1 work)