Chapter published in:Beyond Concordance Lines: Corpora in language education
Edited by Pascual Pérez-Paredes and Geraldine Mark
[Studies in Corpus Linguistics 102] 2021
► pp. 149–176
Chapter 7Exploring the impact of data-driven learning in extensive reading
While much of the research into the efficacy of data-driven learning (DDL) has focused on productive skills such as writing, less attention has been on how DDL affects receptive skills, such as reading. This chapter presents a four-year mixed-methods study, which investigates the impact of DDL on the extensive reading (ER) proficiency of second language learners in a Japanese national university. Conducted in three stages and under a wide range of class conditions, this study concludes that explicit forms of DDL are most successful with small groups and one-to-one instruction, where personal feedback and less pressure are key. Implicit forms of DDL tend to work best with larger class sizes, where it results in faster reading speeds and in greater amounts of material read.
- Key concepts and approaches
- Data-driven learning
- Extensive reading
- Pairing DDL with ER
- A mixed methods approach
- Background of the study
- Stage one (Hadley and Charles, 2017)
- Stage two (Hadley and Hadley, 2018)
- Stage three
Published online: 22 December 2021
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