| Author: | Yeung, Kar Kee Ann |
| Title: | Exploring direct and indirect data-driven learning in a tertiary EAP course in Hong Kong |
| Advisors: | Hu, Guangwei (ENGL) |
| Degree: | DALS |
| Year: | 2023 |
| Subject: | English language -- Study and teaching (Higher) -- China -- Hong Kong English language -- Study and teaching (Higher) -- Data processing English language -- Study and teaching (Higher) -- Computer-assisted instruction Corpora (Linguistics) -- Data processing Hong Kong Polytechnic University -- Dissertations |
| Department: | Faculty of Humanities |
| Pages: | xiv, 412 pages : color illustrations |
| Language: | English |
| Abstract: | Data-driven learning (DDL) has spurred considerable interest in the field of second language learning. There are generally two types of DDL: direct and indirect DDL. Direct DDL allows learning through direct contact with corpora. Indirect DDL involves the use of corpus-based materials and activities, for example, printed language examples generated from corpora in various language learning tasks. Indirect DDL has been on the rise in recent years due to a desire to eliminate technological difficulties and reduce the load involved in direct DDL. While a number of studies have found DDL an effective approach to teach (academic) writing, little research has been conducted to compare the respective and relative effectiveness of direct and indirect DDL. This study, adopting a quasi-experimental design, and a theoretical framework informed by the noticing hypothesis, constructivism, and Vygotsky’s socio-cultural theory, examined the effectiveness and efficiency of a direct and an indirect DDL intervention focusing on the learning of that-clauses for an English for academic purposes (EAP) course offered by a university-affiliated community college. Three contextual factors that would mediate the effectiveness of the two approaches, including students’ English proficiency, ability to use a corpus/ print out concordances, and attitudes towards the two types DDL, were also explored. As part of a mixed-methods study, qualitative data were also collected to uncover students’ perceptions of the two DDL approaches. Several instruments were employed for data collection in the present study: (1) Pre-, post-, and delayed writing tests; (2) semi-structured interviews, and (3) questionnaires. The study suggested that both the direct and indirect interventions were effective in leading to short-term learning gains in the frequency of use of that-clauses. While a significant effect was found in the indirect intervention in sustaining students’ learning outcomes in frequency of use, the direct intervention had the advantage of enhancing the variety of that-clauses significantly. The two interventions, however, did not have any significant effect on promoting the accurate use of that-clauses in students’ writing. The findings also suggested that neither of the approach was more efficient in improving students’ knowledge of that-clauses in terms of frequency of use. As for the factors that would moderate the effects of the two types of DDL, students’ English proficiency was found to have an effect on both the direct and indirect DDL interventions in terms of frequency of use. Students’ ability to use a corpus/ print-out concordances was found to moderate the effect of the direct intervention in terms of frequency and accuracy of use, while the same factor had an influence on the effectiveness of the indirect intervention in terms of accuracy and variety of use. Students’ attitudes towards DDL was not a significant moderator for the direct intervention in terms of accuracy and variety of use, and for the indirect DDL in terms of frequency and variety of use. Nevertheless, it was found to have an impact on the indirect intervention in terms of accuracy of use. Regarding student comments from the interviews, it was revealed that learners were more in favour of the indirect DDL approach. More importantly, the usefulness of the two types of DDL, such as their advantages in offering a variety of language examples to illustrate different uses of target items, different sentence constructions and grammatical features were substantiated. On the other hand, unfamiliar vocabulary, time and effort spent on analyzing language examples and too many lines were some common difficulties reported by students, with the technical use of the corpus tool being a concern in the direct intervention. Factors influencing the implementation of the direct and indirect DDL, for example, teacher guidance and student proficiency, were identified. This study has not only validated the findings of previous research on the respective effectiveness of the two types of DDL but has also extended them by exploring the efficiency of the two approaches using a mixed-methods design. The experimental mixed-methods research design has combined the strengths of both quantitative and qualitative approaches to provide different perspectives to address the research questions that either approach would not otherwise be able to. This study has also expanded our conceptualizations of how DDL works and what factors shape its effectiveness and sustainability. The problems reported by students, elements crucial to the administration of the direct and indirect DDL interventions, and factors that would moderate their effects have provided insights into more effective and successful implementation of the two types of DDL in the classroom. Recommendations are finally offered to highlight the roles that direct and indirect DDL can play in English for academic purposes (EAP) courses targeting (lower-) intermediate students, and to promote the integration of the two types of DDL into the traditional classroom, with the ultimate goal of making language corpora useful learning resources for learners both inside and outside the classroom. |
| Rights: | All rights reserved |
| Access: | restricted access |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 7169.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 3.32 MB | Adobe PDF | View/Open |
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