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Article published In:
International Journal of Corpus Linguistics
Vol. 23:3 (2018) ► pp.335–369

A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom

 | Hong Kong Baptist University
 | Lancaster University | Birkbeck, University of London
Since the late 1980s, there has been a growing interest in the direct application of corpora, or data-driven learning (DDL), in language education. This relatively novel teaching approach has been particularly applied in the teaching and learning of English for Academic Purposes (EAP)/academic writing, especially since the turn of the century. This paper synthesizes and evaluates the research progress in the field of EAP/academic writing since the year 2000 by critically reviewing 37 empirical studies focussing on applications of DDL in this context. Based on the critical review and a discussion of some contentious issues, a set of five recommendations for the way forward in DDL research and practice for EAP/academic writing is presented.
Keywords: academic writing, English for Academic Purposes (EAP), writing pedagogy, specialised corpora, language teaching
Article outline
  • 1.Introduction
  • 2.Search criteria, procedures, methods of analysis, and structure of the review
  • 3.Overview of the 37 studies
  • 4.Studies focussing on particular foci of teaching of DDL in the academic writing classroom
    • 4.1Studies focussing on learner self-correction of errors
    • 4.2More globally-focussed studies
    • 4.3Studies focusing on particular sub-sections and rhetorical functions of research papers and theses
    • 4.4Studies focussing on the teaching of academic vocabulary
  • 5.Contentious issues
  • 6.Conclusion
  • References
Published online: 29 October 2018
DOI logo
https://doi.org/10.1075/ijcl.16130.che
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