Direct and Indirect Data-Driven Learning: An Experimental Study of Hedging in an EFL Writing Class

Autor/inn/en	Sun, Xiaoya; Hu, Guangwei
Titel	Direct and Indirect Data-Driven Learning: An Experimental Study of Hedging in an EFL Writing Class
Quelle	In: Language Teaching Research, 27 (2023) 3, S.660-688 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Guangwei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820954459
Schlagwörter	Undergraduate Students; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Comparative Analysis; Instructional Effectiveness; Student Attitudes; Grammar; Computational Linguistics; Writing Instruction; Language Tests; Language Usage; English for Academic Purposes; Foreign Countries; Mastery Learning; Computer Assisted Instruction; Writing Tests; Direct Instruction; Vocabulary; China; International English Language Testing System + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schülerverhalten; Grammatik; Linguistics; Computerlinguistik; Schreibunterricht; Language test; Sprachtest; Sprachgebrauch; Ausland; Computer based training; Computerunterstützter Unterricht; Writing test; Schreibtest; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Wortschatz; Language tests; Englisch
Abstract	This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners' mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing class. The study adopted a pretest/posttest/delayed posttest randomized two treatment design. The two experimental groups received, respectively, direct and indirect DDL instruction in the use of hedges in English academic writing. The direct approach involved students in conducting guided searches and analyses of target hedges in online corpora, whereas the indirect approach featured the use of corpus-informed, paper-and-pen learning tasks. Within- and between-group analyses of the participants' performances on the three tests yielded evidence of both the strengths and limitations of the two approaches. A questionnaire survey revealed the participants' favorable attitudes toward the incorporation of corpora in classroom teaching, as well as their perceptions of the affordances and constraints of DDL. The article concludes with a discussion of the present study's limitations and recommendations for future DDL research in EFL classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01