Can Data Driven Learning address L2 writers' habitual errors with English linking adverbials?

Abstract

Previous studies in second language (L2) writing emphasize the importance of cohesiveness to fluent academic writing, yet L2 writers tend to over-use and misuse linking adverbials (LAs), including both subordinating conjunctions (because) and transition words (however), which reduces the cohesion and readability of their texts. This study explores how Data Driven Learning (DDL) affects students' ability to use LAs correctly within their persuasive essays. Twelve participants, under instructor guidance, accessed a website with links to the Michigan Corpus of Upper Level Student Papers (MICUSP), a list of keywords, and instructional materials. After finding Key Words in Context (KWICs) in MICUSP, students induced the rule for each keyword. Students' pretest essays produced ample documentation of misuse of LAs, echoing previous research. Pretest and posttest essays provided data for measuring improvement in accuracy of students’ use of LAs. Posttest essay results indicate a change in correct use of LAs by the treatment group, from pretest (87.7% correct) to posttest (91.4%). Comparing the treatment and control groups, the mean percentage of correctly used LAs in the posttest essays was 88% for the comparison group and 91% for the treatment group. Discussion includes a comparison to previous research and suggestions for instructors and researchers.