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Cho, Hyeyoung 2017. Task dependency effects of collaboration in learners’ corpus consultation: An exploratory case study. ReCALL, Vol. 28, Issue. 01, p. 44.
Karras, Jacob Nolen 2017. The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam. ReCALL, Vol. 28, Issue. 02, p. 166.
Lin, Ming Huei 2017. Effects of Corpus-Aided Language Learning in the EFL Grammar Classroom: A Case Study of Students' Learning Attitudes and Teachers' Perceptions in Taiwan. TESOL Quarterly, Vol. 50, Issue. 4, p. 871.
Luo, Qinqin 2017. The effects of data-driven learning activities on EFL learners’ writing development. SpringerPlus, Vol. 5, Issue. 1,
Mizumoto, Atsushi and Chujo, Kiyomi 2017. Who is data-driven learning for? Challenging the monolithic view of its relationship with learning styles. System, Vol. 61, p. 55.
Benavides, Carlos 2017. Using a Corpus in a 300-Level Spanish Grammar Course. Foreign Language Annals, Vol. 48, Issue. 2, p. 218.
Luo, Qinqin and Liao, Ying 2017. Using Corpora for Error Correction in EFL Learners’ Writing. Journal of Language Teaching and Research, Vol. 6, Issue. 6, p. 1333.
This paper examines whether and to what extent data-driven learning (DDL) activities can improve the lexico-grammatical use of abstract nouns in L2 writing. A topic-based corpus was compiled to develop concordance learning activities, and 40 Chinese students majoring in English were randomly assigned to a control group or an experimental group. At the prewriting stage, both groups were given a list of five abstract nouns: the experimental group was provided with paper-based concordance lines to study the collocations of the words, while the control group was allowed to consult dictionaries for the usage of the words. The written texts of the pre-test, immediate post-test, and delayed post-test were analysed and compared between and within groups. The results showed that the written output by the experimental group, as compared with the control group, contained a higher variety of collocational and colligational patterns and had fewer linguistic errors in using the target abstract nouns. The post-experiment learning journals and questionnaires administered to the experimental group further confirmed that concordance activities encouraged usage-based learning, helped students notice the lexical collocations and prepositional colligations of the target words, and thus improved accuracy and complexity in their productive language. Despite these positive findings, potential problems of using concordance activities for independent learning were also reflected in the students’ written output and reported in the learning journals.
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