Effects of DDL Technology on Genre Learning

Autor/inn/en	Cotos, Elena; Link, Stephanie; Huffman, Sarah
Titel	Effects of DDL Technology on Genre Learning
Quelle	In: Language Learning & Technology, 21 (2017) 3, S.104-130 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Data; Computer Assisted Instruction; Mixed Methods Research; Graduate Students; Comparative Analysis; Writing Instruction; Academic Discourse; Rhetoric; Writing Evaluation; English for Academic Purposes; Second Language Learning; Second Language Instruction; Writing for Publication; Native Speakers; Computational Linguistics; Writing Improvement; Feedback (Response); Tutorial Programs; English (Second Language); Language Tests; Iowa; Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Daten; Computer based training; Computerunterstützter Unterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibunterricht; Discourse; Diskurs; Rhetorik; Zweitsprachenerwerb; Fremdsprachenunterricht; Muttersprachler; Linguistics; Computerlinguistik; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Language tests; Englisch
Abstract	To better understand the promising effects of data-driven learning (DDL) on language learning processes and outcomes, this study explored DDL learning events enabled by the Research Writing Tutor (RWT), a web-based platform containing an English language corpus annotated to enhance rhetorical input, a concordancer that was searchable for rhetorical functions, and an automated writing evaluation engine that generated rhetorical feedback. Guided by current approaches to teaching academic writing (Lea & Street, 1998; Lillis, 2001; Swales, 2004) and the knowledge-telling/knowledge-transformation model of Bereiter and Scardamalia (1987), we set out to examine whether and how direct corpus uses afforded by RWT impact novice native and non-native writers' genre learning and writing improvement. In an embedded mixed-methods design, written responses to DDL tasks and writing progress from first to last drafts were recorded from 23 graduate students in separate one-semester courses at a US university. The qualitative and quantitative data sets were used for within-student, within-group, and between-group comparisons--the two independent variables for the latter being course section and language background. Our findings suggest that exploiting technology-mediated corpora can foster novice writers' exploration and application of genre conventions, enhancing development of rhetorical, formal, and procedural aspects of genre knowledge. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01