The Integration of Corpus Tools in the Design and Implementation of a Novel Analytical Model for the Learning of K12 Classrooms

Abstract

Learning analytics provides language teaching professionals both with the support to observe the learners' learning process and with tracking language teaching professionals' performances in the teaching process, enabling feedback and a trigger to be up to date. In this study, the authors proposed a framework for novel learning analytics models, which attempts to present how learning analytics and corpus linguistics can be merged to achieve the five steps of learning analytics by answering the information-based questions. To that end, they investigated collocations and lexico-grammatical patterns in English coursebooks of K12 published by the Ministry of Language Education in Türkiye and by native English speakers. It was found that the English coursebooks of K12 in Türkiye underrepresented word clusters and collocations that are mostly used in the reference native corpora of English coursebooks. Hereby, a corpus-based data-driven learning approach was suggested as a contributor to learning analytics.