Using data-driven learning approach to enhance EFL learners’ academic speaking skills

This study examined teaching SP of English verbs through the data-driven learning (DDL) approach and its effect on learners' vocabulary choice appropriateness in the Persian English foreign language (EFL) context. In the present study, two male intact classes were selected. One of these two classes was randomly selected as a treatment group and another one as a control group. The treatment group was provided with SP instruction through the DDL approach. The control group was exposed to SP as well, but traditionally and not through a DDL approach. The corpora used in the DDL approach were the Brown corpus and British National Corpus (BNC). Pretests and posttests of vocabulary choice appropriateness were administered and a repeated-measures ANOVA was used to compare means of test scores within and between subjects. The results indicated that SP instruction through DDL was significantly an effective approach to improve EFL learners' vocabulary choice appropriateness.

Collocations, prefabricated multi-word combinations, are considered to be a crucial component of language competence which indicates the central role they should play in language teaching and learning (e.g., Nesselhauf, 2005). However, collocations remain a challenge to L2 learners at different proficiency levels, present a particular difficulty to Chinese learners of English (cf. Granger & Bestgen, 2014). Corpora, as a valuable source of reliable information about language, are a potentially useful source of evidence in language pedagogy. The pedagogical applications of corpora can be realised through direct corpus-based data-driven learning (DDL). Although DDL represents an approach that has been argued to offer an effective teaching method for the acquisition of academic collocations and hence may be beneficial to learners (e.g., Nesseulhauf, 2005), a DDL approach has so far not become a mainstream teaching practice and it is mostly conducted through activities based on either hands-on or paper-based concordance line; this highlights the need to explore the effect of using new corpus tools, beyond simple concordancing (Vyatkina & Boulton, 2017). This study, therefore, investigates the effectiveness of DDL by using a new corpus tool, #LancsBox (Brezina, McEnery & Wattam, 2015). This study used data from 100 Chinese students of English from a Chinese university and employed a quasiexperimental method, using a pre-test-and-post-test (including a delayed test) controlgroup research design to compare the achievement of the use of DDL and a corpus- based collocations dictionary with a control group in teaching academic collocations to the Chinese EFL learners. Results showed that the DDL approach was effective in improving Chinese EFL learners’ both receptive and productive knowledge of collocations. Learners’ attitudes indicated that the majority of learners were satisfied with using the DDL approach in collocation learning while writing and believed corpus consultation, particularly by means of the concordances and collocation network, was very useful in collocations learning both receptively and productively. The findings suggested using corpus tool could facilitate learners’ collocations learning. They also contribute to the potential application of corpora and the new corpus tool into mainstream language learning classroom and providing guidance and materials for teachers wishing to implement the method in collocations learning.

Cooperative learning has a significant impact on learners' positive attitudes towards their peers and friends who may come from diverse cultural and social backgrounds. This enhances the exchange of learning among them and equips them with life skills that are beneficial for their interaction with the environment they are in. Some studies have shown that cooperative learning can improve the learning outcomes of speaking skills for learners, making the learning process easier and more enjoyable. Therefore, this research employed a quantitative approach through a questionnaire distributed to a sample of students from AHAS-KIRKHS, IIUM. The aim was to understand their perceptions of the implementation of cooperative learning methods and identify the facilitating and hindering factors in applying cooperative learning for the development of Arabic speaking skills. Data analysis was conducted using SPSS software, calculating percentages, frequencies, mean scores, and standard deviations. The results revealed that the majority of students agreed that cooperative learning helps them develop their Arabic speaking skills.

This research analyzes the influence of the Flipped Instruction (FI) in the Speaking Skill Development in EFL Learners of B2 level from the regular modality at Fakher institute. It was detected, through a direct observation, that students presented difficulty in constructing effective communication in the English language. A mixed method experimental study was developed in which two groups, control and experimental, were established. The first group received classes through traditional learning strategies and the last one through strategies based on FI. First, speaking skills were assessed by applying the speaking section of the Oxford Placement Test (OPT). In the case of the experimental group, the FI was implemented through six lesson plans that incorporate strategies such as watching videos at home, do activities in a class directed to work in grammar, vocabulary, and pronunciation such as task-based activities in the classrooms, and after that student made speeches in pairs or small groups talking about the topics of the lessons. On the other hand, students in the control group received class through the traditional learning method. Once the experiment was completed, the OPT post-test was applied to know the speaking skill development in both groups. The result is more significant in the experimental group compared with the control one. The FI is efficient in ensuring the development of speaking skills in EFL Learners better than the traditional learning strategies.

This study examines the effectiveness of a data-driven learning (DDL) approach in enhancing the understanding and use of gender-neutral language among Japanese university students learning English. Twelve undergraduate economics majors who are intermediate English learners participated in this study. The study focused on 12 English terms traditionally characterized by gender-specific usage but increasingly replaced with gender-neutral alternatives. Using the LECS Online corpus, the participants engaged in hands-on, investigative tasks, analyzing and comparing gender-specific and gender-neutral terms. Pre- and post-tests were conducted to assess the effectiveness of the DDL approach. The results revealed a significant reduction in gender-specific expressions and incorrect word choices, and an increase in the use of gender-neutral terms. These findings highlight the importance of active engagement and practical application in language learning. Reflective writing indicated that, while students recognized the shift toward a gender-neutral language, ingrained stereotypes and traditional language habits continued to influence their perceptions. This suggests that linguistic changes alone may be insufficient to alter deep-seated gender biases; a comprehensive educational approach that includes historical and social context is necessary. Incorporating DDL strategies into language curricula can foster a deeper understanding of contemporary language use and its social implications, promoting gender inclusivity and linguistic equity.

This study reports the impact of the data-driven learning (DDL) approach on ESL Saudi writers’ general citation patterns that contribute to their general authorial voice. Specifically, the study examines the effects of the DDL activities on ESL writers’ use of integral and non-integral citation patterns based on Swales’ (1981, 1986, and 1990) modal of citation analysis and the extended scheme of classification set by Thompson & Tribble (2001). Guided use of both the Michigan Corpus of Upper-Level Student Papers (MICUSP) and WordandPhrase.info has been designed, implemented, and assessed with a representative sample of 32 ESL upper-intermediate and advanced writers in the Department of Translation in College of Languages at Princess Nourah bint Abul Rahman University (PNU). The effectiveness of the DDL activities in improving the writers’ use of the citation patterns in composition of assignments is measured via a repeated measure paired t test. The study evaluates writers' authorial voice in terms of their use of integral and non-integral citation patterns. The quantitative analysis reveals that participants’ integral patterns (n = 398) of citation significantly outnumbered non-integral patterns (n = 126). The verb-controlling pattern occurred the most (n = 320), constituting 61% of total citation patterns. Results of the paired sample t test reveals a significant statistical difference between participants’ performances before and after the integration of the DDL activities, with the mean value being increased from 2.285 to 3.778. These results inform pedagogical implications of the DDL approach in ESL writing. The conceptual framework implementing the DDL approach in the present study provides guidance for applying corpus-informed tools when designing writing activities for upper-intermediate to advanced ESL learners.

The teaching of English as a Foreign Language (EFL) speaking is necessary for university students to have basic skills of oral communication. Using critical debate technique in the teaching of EFL speaking might be beneficial to help students improve their speaking skills. As critical debate is a medium where the students can train their argumentative competence in form of debating process that demands them to communicate their opinions, argumentations, statements, and other substances, which support their position in the debate process. The aim of this research was to investigate the use of critical debate technique to improve the speaking skill of the sixth semester students of IAIH NW at Pancor. Based on the data of preliminary study, it was found that the students encountered many problems in their speaking class such as; the students had low motivation and reticence to speak, poor grammar and vocabulary, and had some errors in pronunciation. With regard to the problem, this classroom action research was conducted to solve those problems occurring in the speaking class. This research was a collaborative action research in which a collaborator assisted the researcher to collect the data using speaking scoring rubric, questionnaire and field notes. This research was conducted in two cycles focusing on the improvement of the students’ speaking performance and their positive attitude to the implementation of critical debate technique in the speaking class. After the implementation of critical debate technique in the speaking class for two cycles, it revealed that the use of critical debate technique could improve the students’ speaking performance and give them positive attitude to the implementation activities. The findings showed that the average score of the students’ speaking performance could achieve 85.11 from the determined score 75. In addition, it was also found that 84.13 % of the students had positive attitude to the implementation of the use of critical debate technique in the speaking class. The implementation of the use of critical debate technique in speaking class can cover a procedure of three main phases: The first phase is to speak out, second listen to different kinds of opinions and the third at the end respecting those differences. Based on the findings, it is concluded that the use of critical debate technique can be one of the solutions to improve not only the students’ speaking skills but also the their’ positive attitude in the teaching of speaking. Therefore, English teachers are suggested to use critical debate technique to teach their students in speaking class.

The teaching of English as a Foreign Language (EFL) speaking is necessary for university students to have basic skills of oral communication. Using teaching media in the teaching of EFL speaking might be beneficial to help students improve their speaking skills. As teaching media, video can offer audio and visual model of target language as complete stimuli. The aim of this research was to investigate the use of video as teaching media to improve the speaking skill of the first semester students of PGMI program of IAIH NW at Pancor. Based on the data of preliminary study, it was found that the students encountered many problems in their speaking class such as; the students had low motivation and reticence to speak, poor grammar and vocabulary, and had some errors in pronunciation.
 With regard to the problem, this classroom action research was conducted to solve those problems occurring in the speaking class. This research was a collaborative action research in which a collaborator assisted the researcher to collect the data using speaking scoring rubric, questionnaire and field notes. This research was conducted in two cycles focusing on the improvement of the students’ speaking performance and their positive attitude to the implementation of the use of video as teaching media in the speaking class.
 After the implementation of the use of video as teaching media in the speaking class for two cycles, it revealed that the use of video could improve the students’ speaking performance and give them positive attitude to the implementation activities. The findings showed that the average score of the students’ speaking performance could achieve 85.11 from the determined score 75. In addition, it was also found that 84.13 % of the students had positive attitude to the implementation of the use of video in the speaking class.
 The implementation of the use of video as teaching media in speaking class can cover a procedure of three main phases: The first phase is pre-viewing, the second phase is whilst-viewing, and the third phase is post-viewing.
 Based on the findings, it is concluded that the use of video as teaching media can be one of the solutions to improve not only the students’ speaking skills but also the their’ positive attitude in the teaching of speaking. Therefore, English teachers are suggested to use the video as teaching media to teach their students in speaking class and it is also possible to teach other language skills or components.

ABSTRACTDespite the recognised importance of communicative competence in language acquisition, many English as a Foreign Language (EFL) learners persistently grapple with affective barriers such as speaking anxiety, shyness, and demotivation, alongside underdeveloped social–emotional competence (SEC), challenges that traditional speaking instruction methods have often struggled to comprehensively address. Consequently, this study aimed to investigate the influence of Artificial Intelligence (AI)‐integrated speaking instruction on EFL learners' SEC, demotivation to speak, shyness, and speaking skill development, thereby addressing a crucial gap by evaluating a novel technological intervention. To achieve this, a quasi‐experimental design was employed, allocating participants into an experimental group (EG) receiving AI‐integrated speaking instruction and a control group (CG) engaging in traditional speaking instruction via the Big Blue Button platform; pre‐ and post‐intervention data were collected using validated questionnaires for SEC, demotivation, shyness, and speaking development, supplemented by an attitude questionnaire for the EG. The results from a one‐way MANOVA revealed statistically significant and positive outcomes for the AI‐integrated approach, with learners in the EG demonstrating substantial improvements in their SEC and overall speaking skills, alongside a significant reduction in demotivation to speak and shyness when compared to the CG, a finding corroborated by the EG participants' predominantly positive attitudes towards the AI intervention. These findings carry important implications for EFL pedagogy, suggesting that AI‐integrated speaking instruction presents a more efficacious strategy for concurrently enhancing learners' speaking proficiency and fostering crucial social–emotional skills, thus providing empirical support for integrating AI tools to create more supportive and effective pathways for EFL students to overcome affective hurdles and improve their communicative abilities.

Previous research studies indicate that developing writing skills is a challenging process particularly for EFL learners. Academic writing puts an additional burden on the learners’ shoulders as it requires some further advanced skills, such as genre awareness, lexical flexibility, and complex syntactic knowledge, to name but a few. Corpus Linguistic Approaches to language analysis (i.e., Data-Driven Learning) has the potential to guide L2 writers in their attempt to follow the academic genre and learn the required writing skills inductively. Corpora can be exploited in three stages: observation of concordance evidence, classification of salient features and generalization of rules. Learners as the discoverers of language in this approach can benefit from the versatile features of corpora and learn from the patterns they observe through the concordance lines. In the light of the given approach and its potential to create more autonomous EFL learners, this chapter attempts to (a) explain what data-driven learning is and how it may shape the learning experience in an EFL context, (b) elaborate on how corpora can guide EFL learners in academic writing and (c) provide some hands-on uses of corpora in teaching/learning (academic) writing.

This study investigates the effect of the DDL (Data-Driven Learning) approach on the English sentence writing ability of 6th graders in elementary school. To this end, a total of seven English textbooks were used to build a corpus. Five teachers were then asked to conduct five lessons using a weak version of DDL in their 6-grade EFL classrooms. Students were asked to complete a pre- and post-test and a pre- and post-survey, and a selected number of students and four of the five teachers had in-depth interviews with the researcher. The results are as follows: First, DDL using the textbook corpus was found to be adequate for helping elementary students improve their sentence-writing ability. Second, DDL had a significant effect on upper, middle, and lower level groups of students. Third, the students felt that DDL was neither unfamiliar nor difficult. Fourth, teachers with little teaching experience found it easy to conduct their classes using the DDL approach. This study implies that DDL is an effective approach to teaching communicative functions and language forms in the elementary English classroom and can be useful for all levels of elementary students.

This study explores the effectiveness of Data-Driven Learning (DDL) approach to second-language (L2) English vocabulary learning in on-demand online distance learning at a private university in Tokyo, Japan. The participants were 49 Japanese undergraduates, intermediate L2 English learners at the B1 level in the Common European Framework of Reference for languages (CEFR). The experimental group consisted of 25 students who completed verb-noun collocation correction tasks between the pre-test, and the post- and delayed post-tests. The control group consisted of 24 students who took the tests but did not perform the error correction task. The results show that for memorizing verb-noun collocations, on-demand online DDL – in which learners refer to screenshots of concordance lines – is as effective as DDL in a traditional on-campus setting, where learners search the Corpus of Contemporary American English (COCA) for themselves, even though the learning activities in remote online on-demand and face-to-face on-campus DDL are not exactly the same. This study suggests the potential of DDL in online on-demand classes. When a variety of teaching methods are being explored, DDL seems a viable option as an approach to L2 teaching.

This study aims at investigating the impact of video supported learning on speaking development in English language of the primary school pupils. The researcher has chosen her participants, and they are the 5th grade students in primary schools for boys in Karbala Governorate. The number of the participants are (78) students, and they are divided into two groups; the control group (38) students and the experimental one (40) students. The control group was taught by means of the traditional way whereas the experimental group was taught by using video programs. The researcher has chosen the observation card as a tool to measure the development of the learners’ speaking skills. The experiment was administered during the second semester of the academic year 2017–2018, and lasted for nine weeks. After the administration of the tests to the main sample and the statistical treatment of data using the t-test formula for two independent samples, the results have indicated that the mean scores of the experimental group is (37.525)whereas the mean scores of the control group is (32.000). The results of this study have shown a positive effect of using video on the development of English speaking skills among learners.

This mixed-method case study evaluated the effectiveness of Biography Driven Instructional (BDI) strategies in developing EFL learners’ speaking skill. The participants of the study included 23 students from a high school in Loja, south of Ecuador. Data were collected through interviews as pre and post tests and a focus group. Findings from descriptive and inferential analysis show a statistically significant difference in pre-post speaking tests and participants’ perceptions revealed that the use of these strategies had a positive effect on their oral skills. It was concluded that BDI strategies were found to be beneficial to improve EFL learners’ speaking performance after the integration of these tools in the classroom. Implications for teaching and future BDI application are also discussed. Keywords: Biography-Driven Instruction, BDI strategies, speaking skills, EFL learners DOI: 10.7176/JEP/13-3-01 Publication date: January 31 st 2022

This article describes the Indonesian influence in developing speaking skill in learning English especially as EFL learners’ impediments. Learners speaking skill in learning English is also faced with number of problems such as their L1, social, environment and cognitive challenges related to Foreign Language Acquisition. Many scholars in the fields of language learning and teaching show evidence for L1-FL comparison by the learners when they confronted with difficulties grammatical forms including different grammatical rules, they are unaware to utter those sentences and it is natural for the learners. Since this comparison is implicit, it may result in the wrong formation rules due to an incomplete FL knowledge. In this study, an investigation was done to identify the impact of L1 (Bahasa Indonesia) on EFL learners of State Islamic Institute of Tulungagung, a small district in East Java-Indonesia, in order to get underlying basis of capturing Indonesian influence in developing speaking skill in learning English for the sake of comparing their L1-FL impediments. The study involved qualitative methods of data collection. The data collected from the subjects utterances and responses were analyzed and findings were derived. The findings show that there are number of problems which are found to have impact on EFL learners speaking. Evidence provided by the utterances samples suggests that L1 (Indonesian) played a role in the process of intermediate EFL learners speaking. The impediments include tenses, verb, subject & agreement; word order, wrong chosen word; redundancy-reduction; phonological difficulties. Understanding linguistic differences between learners’ L1 and English may help learners reduce the impact of L1. It can be assumed that a focus on speaking process as a pedagogical instrument is only for EFL learners if attention and supporting environment are given to linguistic development, if the learners are able to get sufficient and effective feedback with regards to their errors in speaking. Key words: Indonesian, influence, speaking, learning English, impediments