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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
  • Appendix
Published online: 22 December 2021
DOI logo
https://doi.org/10.1075/scl.102.07had
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2024. Chapter 9. Applications of Grounded Theory in the field of Extensive Reading. In Less Frequently Used Research Methodologies in Applied Linguistics [Research Methods in Applied Linguistics, 6], ► pp. 149 ff. DOI logo
Curado Fuentes, Alejandro
2023. Corpus Affordances in Foreign Language Reading Comprehension. In Demystifying Corpus Linguistics for English Language Teaching, ► pp. 99 ff. DOI logo

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