Cover not available
Part of
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 7
Exploring the impact of data-driven learning in extensive reading

ORCID logo | Niigata University
| Niigata University

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.

Keywords: extensive reading, receptive skills, mixed methods research, data-driven learning
Article outline
  • Introduction
  • Key concepts and approaches
    • Data-driven learning
    • Extensive reading
    • Pairing DDL with ER
    • A mixed methods approach
  • Background of the study
    • Setting
    • Participants
    • Materials
  • Methodology
  • Analysis
    • Stage one (Hadley and Charles, 2017)
    • Stage two (Hadley and Hadley, 2018)
    • Stage three
  • Discussion
  • Conclusion
  • Note
  • References
Published online: 22 December 2021
DOI logo
https://doi.org/10.1075/scl.102.07had
References
Al-Homoud, F., & Schmitt, N.
(2009) Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in saudi arabia. Language Teaching Research, 13(4), 383–401. DOI logoGoogle Scholar
Allan, R.
(2009) Can a graded reader corpus provide ‘authentic’ input? ELT Journal, 63(1), 23–32. DOI logoGoogle Scholar
Anthony, L.
(2019a) Antconc. (Version 3.5.8, Macintosh OS X). Waseda University.Google Scholar
(2019b) Tools and strategies for data-driven learning (ddl) in the eap writing classroom. In K. Hyland & L. Wong (Eds.), Specialised english: New directions in esp and eap research and practice (pp. 179–194). Routledge. DOI logoGoogle Scholar
Bernardini, S.
(2000) Systematising serendipity: Proposals for concordancing large corpora with language learners. In L. Burnard & T. McEnery (Eds.), Rethinking language pedagogy from a corpus perspective (pp. 225–234). Peter Lang.Google Scholar
(2004) Corpora in the classroom: An overview and some reflections on future developments. In J. Sinclair (Ed.), How to use corpora in language teaching (pp. 15–36). John Benjamins. DOI logoGoogle Scholar
Bieri, T.
(2015) Er definitions and practice: Instructor voices. Extensive Reading in Japan, 8.1 (May), 4–6.Google Scholar
Boulton, A.
(2009) Data-driven learning: Reasonable fears and rational reassurance. Indian Journal of Applied Linguistics, 35(1), 81–106.Google Scholar
(2012) Computer corpora in language learning: Dst approaches to research. Mélanges CRAPEL, Centre de Recherches et d’Applications Pédagogiques en Langues, 33, 79–91.Google Scholar
Boulton, A., & Cobb, T.
(2017) Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393. DOI logoGoogle Scholar
Braun, S.
(2007) Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19(03), 307–328. DOI logoGoogle Scholar
Bryan, S.
(2011) Extensive reading, narrow reading and second language learners: Implications for libraries. The Australian Library Journal, 60(2), 113–122. DOI logoGoogle Scholar
Chang, A. C.-S., & Millett, S.
(2017) Narrow reading: Effects on efl learners’ reading speed, comprehension, and perceptions. Reading in a Foreign Language, 29(1), 1–19.Google Scholar
Chen, M., & Flowerdew, J.
(2018) Introducing data-driven learning to phd students for research writing purposes: A territory-wide project in hong kong. English for Specific Purposes, 50, 97–112. DOI logoGoogle Scholar
Coccetta, F.
(2011) Multimodal functional-notational concordancing. In A. Frankenberg-Garcia, L. Flowerdew, & G. Aston (Eds.), New trends in corpora and language learning (pp. 121–138). Continuum.Google Scholar
Creamer, E.
(2018) An introduction to fully integrated mixed methods research. Sage. DOI logoGoogle Scholar
Creswell, J. W., & Plano Clark, V.
(2017) Designing and conducting mixed methods research (3rd ed.). Sage.Google Scholar
Dao, T. N.
(2014) Using internet resources for extensive reading in an efl context. Hawaii Pacific University TESOL Working Paper Series, 12, 72–95.Google Scholar
Day, R., & Bamford, J.
(2002) Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14, 136–141.Google Scholar
(2004) Extensive reading in the second language classroom. Cambridge University Press.Google Scholar
Doughty, C.
2003 Instructed SLA: Constraints, Compensation, and Enhancement. In C. Doughty & M. Long (eds.), The Handbook of Second Language Research, 256–310. Malden and Oxford: Blackwell Publishing. DOI logoGoogle Scholar
Edge, J.
(Ed.) (2001) Action research. TESOL.Google Scholar
Fetters, M., & Molina-Azorin, J.
(2017) The journal of mixed methods research starts a new decade: The mixed methods research integration trilogy and its dimensions. Journal of Mixed Methods Research, 11(3), 291–307. DOI logoGoogle Scholar
Fielding, N.
(2008) Analytic density, postmodernims, and applied multiple method research. In M. Bergman (Ed.), Advances in mixed methods research: Theories and applications (pp. 37–54). Sage.Google Scholar
Gabrielatos, C.
(2005) Corpora and language teaching: Just a fling, or wedding bells? TESL-EJ: The Electronic Journal for English as a Second Language, 8(4), 1–37. Retrieved from [URL]
Gaynor, B.
(2014) From language policy to pedagogic practice: Elementary school english in japan. In S. Rich (Ed.), International perspectives on teaching english to young learners (pp. 66–84). Palgrave Macmillan. DOI logoGoogle Scholar
Gilquin, G., & Granger, S.
(2010) How can data-driven learning be used in language teaching? In A. O’Keefe & M. McCarthy (Eds.), The routledge handbook of corpus linguistics (pp. 359–370). Routledge.. DOI logoGoogle Scholar
Gordani, Y.
(2013) The effect of the integration of corpora in reading comprehension classrooms on english as a foreign language learners’ vocabulary development. Computer Assisted Language Learning, 26(5), 430–445. DOI logoGoogle Scholar
Grabe, W., & Stoller, F.
(2013) Teaching and researching reading (2nd ed.). Routledge. DOI logoGoogle Scholar
Granger, S., Hung, J. & Petch-Tyson, S.
(Eds.) (2002) Computer learner corpora, second language acquisition, and foreign language teaching. John Benjamins. DOI logoGoogle Scholar
Hadley, G.
(2002) An introduction to data-driven learning. RELC journal, 33(2), 99–124. DOI logoGoogle Scholar
(2015) English for academic purposes in neoliberal universities: A critical grounded theory. Springer.Google Scholar
(2018 26 November). Ddl and extensive reading: An inclusive approach. Japan Association of Language Teachers (JALT), Shizuoka Convention & Arts Center, Japan.Google Scholar
Hadley, G., & Charles, M.
(2017 18 March). Data-driven learning with extensive reading: Language gains and affective responses American Association of Applied Linguistics, Portland, OR.Google Scholar
Hadley, G.
(Ed.) (2003) Action research in action. RELC.Google Scholar
Hadley, G., & Hadley, H.
(2017 30 September). Investigating the impact of extensive reading with data-driven learning Japan Association for English Corpus Studies, Kwansei Gakuin University, Japan.Google Scholar
(2018 19 July). Investigating data-driven learning with receptive skills: A contemporary approach. Presented at Teaching and Language Corpora, University of Cambridge, UK.
Harumi, S.
(2010) Classroom silence: Voices from japanese efl learners. ELT Journal, 65(3), 260–269. DOI logoGoogle Scholar
Hashimoto, K.
(2009) Cultivating “japanese who can use english”: Problems and contradictions in government policy. Asian Studies Review, 33(1), 21–42. DOI logoGoogle Scholar
Hinkel, E.
(2006) Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109–131. DOI logoGoogle Scholar
Hirata, Y., & Hirata, Y.
(2015) Data-driven learning and semi-structured interviews in tertiary language education in japan. International Journal of Innovation and Learning, 18(3), 313–332. DOI logoGoogle Scholar
Huang, Z.
(2014) The effects of paper-based ddl on the acquisition of lexico-grammatical patterns in l2 writing. ReCALL, 26(2), 163–183. DOI logoGoogle Scholar
Johns, T.
(1991) Should you be persuaded – Two examples of data-driven learning materials. English Language Research Journal, 4(1–16).Google Scholar
(1994) From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Odlin (Ed.), Perspectives on pedagogical grammar (pp. 293–313). Cambridge University Press. DOI logoGoogle Scholar
Kelly, C.
(2017) The brain studies boom: Using neuroscience in esl/efl teacher training. In T. Gregersen & P. MacIntyre (Eds.), Innovative practices in language teaching education (pp. 79–102). Springer. DOI logoGoogle Scholar
Kelly, L.
(1969) 25 centuries of language teaching. Newbury House.Google Scholar
Klein-Braley, C., & Raatz, U.
(1984) A survey of research on the c-test. Language Testing, 1, 134–146. DOI logoGoogle Scholar
Kroll, T., & Neri, M.
(2009) Designs for mixed methods research. In S. Andrew & E. Halcomb (Eds.), Mixed methods research for nursing and the health sciences (pp. 31–49). Wiley-Blackwell. DOI logoGoogle Scholar
Lassegard, J.
(2016) Educational diversification strategies: Japanese universities’ efforts to attract international students. In C.-h. C. Ng, R. Fox, & M. Nakano (Eds.), Reforming learning and teaching in asia-pacific universities: Influences of globalised processes in Japan, Hong Kong and Australia (pp. 47–75). Springer. DOI logoGoogle Scholar
Laufer, B.
(2003) Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review, 59(4), 567–587. DOI logoGoogle Scholar
Leech, G.
(1997) Teaching and language corpora: A convergence. In A. Wichmann, S. Fligelstone, T. McEnery, & G. Knowles (Eds.), Teaching and langauge corpora (pp. 1–24). Routledge.Google Scholar
Loschky, L.
1994 Comprehensible Input and Second Language Acquisition: What is the Relationship? Studies in Second Language Acquisition 16(3). 303–323. DOI logoGoogle Scholar
Mason, J.
(2006) Mixing methods in a qualitatively driven way. Qualitative Research, 6(1), 9–25. DOI logoGoogle Scholar
Min, H.-T.
(2008) Efl vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73–115. DOI logoGoogle Scholar
Nagatomo, D.
(2016) Identity, gender and teaching english in japan. Multilingual Matters. DOI logoGoogle Scholar
Nation, P., & Beglar, D.
(2007) A vocabulary size test. The Language Teacher, 31(7), 9–13.Google Scholar
Nishino, T., & Watanabe, M.
(2008) Communication-oriented policies versus classroom realities in japan. TESOL Quarterly, 42(1), 133–138. DOI logoGoogle Scholar
Pigada, M., & Schmitt, N.
(2006) Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18, 1–28.Google Scholar
Piller, I., & Takahashi, K.
(2006) A passion for english: Desire and the language market. In A. Pavlenko (Ed.), Bilingual minds: Emotional experience, expresssion and representation (pp. 34–58). Multilingual Matters. DOI logoGoogle Scholar
Polezzi, L.
(1993) Concordancing and the teaching of ab initio italian language for specific purposes. ReCALL, 5(9), 14–18. DOI logoGoogle Scholar
Quan, Z.
(2016) Introducing “mobile ddl (data-driven learning)” for vocabulary learning: An experiment for academic english. Journal of Computers in Education, 3(3), 273–287. DOI logoGoogle Scholar
Quinn, E., Nation, I. S. P., Millett, S. et al.
(2007) Asian and pacific speed readings for esl learners: Twenty passages written at the one thousand word level. University of Wellington, English Language Institute.Google Scholar
Rose, H., & McKinley, J.
(2018) Japan’s english-medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111–129. DOI logoGoogle Scholar
Sakamoto, M.
(2012) Moving towards effective english language teaching in japan: Issues and challenges. Journal of Multilingual and Multicultural Development, 33(4), 409–420. DOI logoGoogle Scholar
Smiley, J., & Masui, M.
(2008) Materials in japan: Coexisting traditions. In B. Tomlinson (Ed.), English language learning materials: A critical review (pp. 245–262). Bloomsbury.Google Scholar
St. John, E.
(2001) A case for using a parallel corpus and concordancer for beginners of a foreign langauge. Language Learning and Technology, 5(3), 185–203.Google Scholar
Sun, Y.-C., & Wang, L.-Y.
(2003) Concordancers in the efl classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83–94. DOI logoGoogle Scholar
Tashakkori, A., & Creswell, J. W.
(2007) Editorial: The new era of mixed methods. Journal of Mixed Methods Research, 1(1), 3–7. DOI logoGoogle Scholar
Toh, G.
(2012) Having english as a resource for multicultural understanding: Exploring possibilities in japanese elt. Journal of Multilingual and Multicultural Development, 33(3), 301–311. DOI logoGoogle Scholar
Tono, Y., Satake, Y., & Miura, A.
(2014) The effects of using corpora on revision tasks in l2 writing with coded error feedback. ReCALL, 26(2), 147–162. DOI logoGoogle Scholar
Tomlinson, B.
2016 Achieving a Match Between SLA Theory and Materials Development. In B. Tomlinson (ed.), SLA Research and Materials Development for Language Learning, 3–22. New York: Routledge. DOI logoGoogle Scholar
Wallace, M.
(1998) Action research for language teachers. Cambridge University Press.Google Scholar
Waring, R., & McLean, S.
(2015) Defining extensive reading. Extensive Reading in Japan, 8.1(May), 7.Google Scholar
Waring, R., & Takaki, M.
(2003) At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130–163.Google Scholar