Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies

Qinqin Luo,Jie Zhou

doi:10.3991/ijet.v12i03.6523

Abstract

Corpus technology is commonly used by researchers and professionals for language description; however it can also be employed by second or foreign language learners in what has come to be known as data-driven learning (DDL). DDL has been suggested as an effective approach to improve second language (L2) learners’ writing competence. To popularize DDL approach among ordinary language teachers and learners, this paper offers an overview of empirical DDL research in writing published from 2010 to 2016, which can provide insights into how DDL approach is integrated into an actual writing classrooms and how much it can contribute to the development of L2 writing skill. The analysis of the surveyed studies reveals the great potentials of DDL activities in L2 writing class from different perspectives but it’s also found that corpora are not superior to other traditional reference tools for some consultation purposes. It is thus necessary to develop online platforms which could provide easy and free access to the user-friendly corpora along with other types of reference tools. Then suggestions about further studies are also offered in the end.

Highlights

In recent decades, computer network as the core of modern information technology is developing rapidly, providing favorable conditions and vast space for language teaching and learning
The present study attempts to survey empirical data-driven learning (DDL) studies in L2 writing class, aiming to provide insights into how corpus technology can be integrated into an actual writing classroom and how much it can contribute to the development of L2 writing skill
A large and general corpus, such as the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA), is usually considered as a good reference resource for L2 writers since it is readily available and free to use with an Internet connection

Summary

Introduction

Computer network as the core of modern information technology is developing rapidly, providing favorable conditions and vast space for language teaching and learning. One application of corpora involving language learning through learners’ direct interaction with language corpora is often referred to as data-driven learning (DDL) Such a term was firstly proposed by Johns & King [1] as an innovative approach to the implementation of concordancing materials in second language (L2) acquisition. DDL has an important corrective function [4] By comparing their own writing with data produced by native writers, learners can get the help they need to revise the inappropriate expressions and improve their writing. Due to these advantages, DDL is suggested as an effective approach for the teaching and learning of L2 writing. The present study attempts to survey empirical DDL studies in L2 writing class, aiming to provide insights into how corpus technology can be integrated into an actual writing classroom and how much it can contribute to the development of L2 writing skill

Methods

Results

Conclusion