Data-Driven Learning
Taking the Computer Out of the Equation
Bibliographic Data
| ID | 4502152 |
|---|---|
| Authors | Alex Boulton (0000-0001-6306-8158, Centre Hospitalier Régional et Universitaire de Nancy, corresponding author) |
| Year | 2010 |
| Volume | 60 |
| Issue | 3 |
| Pages | 534-572 |
| Publication date | 2010-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9922.2010.00566.x |
| OpenAlex | W1598288397 |
| Language | EN |
| Citations received | 33 |
| References cited | 41 |
Despite considerable research interest, data-driven learning (DDL) has not become part of mainstream teaching practice. It may be that technical aspects are too daunting for teachers and students, but there seems to be no reason why DDL in its early stages should not eliminate the computer from the equation by using prepared materials on paper-considerably easier for the novice learner to handle. This article reports on an experiment to see how lower level learners cope with such paper-based corpus materials and a DDL approach compared to more traditional teaching materials and practices. Pretests and posttests show that both are effective compared to control items, with the DDL items showing the greatest improvement, and questionnaire responses are more favorable to the DDL activities. The results are argued to show that printed materials can counter a number of potential barriers and may thus enable DDL to reach a wider audience
Control (management) · Machine learning · Mainstream · Mathematics education · Structural equation modeling · Artificial Intelligence · Computer Science · Online Learning and Analytics · Open Education and E-Learning · Psychology · Statistics Education and Methodologies
Learners’ search patterns during corpus-based focus-on-form activities
Consultation de corpus et styles d’apprentissage
Corpora and Language Teaching
The Effects of Corpus Use on Second Language Vocabulary Learning
A Data-driven Learning Focus on Form Approach to Academic English Lecture Comprehension
A Diachronic Investigation of Individual Differences and Writing Quality in Data-Driven Learning
Exploring L2 learners’ self-regulation and engagement with Corpus-GenAI data-driven learning in academic writing revision
Learners’ priority criteria for evaluating data-driven learning tools
Tracing the diachronic effects of data-driven learning on lexical complexity in EFL learners’ argumentative writing
Corpus-Based Teaching of German Compound Nouns and Lexical Bundles for Improving Academic Writing Skills
A elaboração de uma atividade didática de língua inglesa direcionada por dados de aprendizes
Bridging the usability gap in ESP
Breaking the Stereotype of Data Driven Learning
Frame-based formulaic features in L2 writing pedagogy
Data Literacy Training for K–12 Teachers
“What do you know about semantic prosody?” Teaching and evaluating implicit knowledge of English with corpus-assisted methods
Concordancing in writing pedagogy and CAF measures of writing
The effect of the inductive and deductive data-driven learning (DDL) on vocabulary acquisition and retention
Who is data-driven learning for? Challenging the monolithic view of its relationship with learning styles
Can Data Driven Learning address L2 writers' habitual errors with English linking adverbials
The effect of hands-on and hands-off data-driven learning on low-intermediate learners’ verb-preposition collocations
The impact of concordancing on English learners’ foreign language anxiety and enjoyment
A constructionist approach to the teaching of phrasal verbs
Introducing conversational grammar in EFL
Effects of Corpus‐Aided Language Learning in the EFL Grammar Classroom
Corpus linguistics and AI in the reconfiguration of language learning ecologies
Research agenda
Corpus et appropriation de L1 et L2
Enhancing English learning materials with data-driven learning
New Theoretical and Practical Horizons in Data‐driven Learning
Using a Corpus in a 300‐Level Spanish Grammar Course
Effects of Data-Driven Learning on College Students of Different Grammar Proficiencies
Applying the Bundle-Move Connection Approach to the Development of an Online Writing Support Tool for Research Articles
Corpus Linguistics in Language Teaching
Textual Patterns
Why Minimal Guidance During Instruction Does Not Work
Longman grammar of spoken and written English
Evaluating the Use of Corpus-based Instruction in a Language Teacher Education Context
Exploring the Potential of Corpora for Raising Language Awareness in Student Translators
Applying corpus linguistics to pedagogy
The Lexicographical Legacy of John Sinclair
A Peek into What Today's Language Learners as Researchers Actually Do
Can learners use concordance feedback for writing errors
Computers in language learning
Autonomy and independence in language learning
The International Corpus of Learner English
Palc2001
| Unique citing works | 33 |
|---|---|
| Citations per year | 2,06 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 32 |