Data-Driven Learning: English as a Foreign Language Writing and Complexity, Accuracy and Fluency Measures

Autor/in	Sahin Kizil, Aysel
Titel	Data-Driven Learning: English as a Foreign Language Writing and Complexity, Accuracy and Fluency Measures
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 4, S.1382-1395 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sahin Kizil, Aysel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12807
Schlagwörter	Learning Analytics; English (Second Language); Second Language Learning; Second Language Instruction; Accuracy; Language Fluency; Writing Skills; Writing Instruction; Writing Improvement; Instructional Design; Computational Linguistics; Outcomes of Education; Comparative Analysis; Revision (Written Composition); Writing Processes; College Students; Dictionaries; Textbooks; Grammar; Teaching Methods; Writing Evaluation + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Writing skill; Schreibfertigkeit; Schreibunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Linguistics; Computerlinguistik; Lernleistung; Schulerfolg; Korrektur; Collegestudent; Dictionary; Wörterbuch; Textbook; Text book; Schulbuch; Lehrbuch; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: Data-driven learning (DDL) has been regarded as one of the promising approaches that could effectively enhance writing performance of English as a foreign language (EFL) learners. Although extensive research has been conducted on the use of DDL in developing various aspects of writing skill, there exist only few studies to date that focus on DDL for revising writing despite its great potential for revision. Furthermore, among the existing studies, very few investigated DDL at revision stage by referring to complexity, accuracy and fluency (CAF) measures which are objective and reliable indices of writing quality, and none has examined these three CAF measures jointly as an index of writing development. Objectives: With the purpose of addressing these gaps, the present article describes an instructional design which integrates DDL into the writing process of EFL learners who were taught how to exploit corpus data in revising their writings and then reports on the effects of such a design on their actual learning outcomes as measured in CAF. Methodology: In a quasi-experimental between-group pre-test/post-test design, 31 tertiary level EFL students were divided into experimental (DDL) and control (non-DDL) groups. Experimental group was instructed on corpus consultation to revise their writings while the control group followed the conventional practices of using dictionaries, textbooks and teacher explanations in revising their writings. Writing performance of each group was analysed based on CAF measures and compared through one-way between-group multivariate analysis of covariance. Results and Conclusions: The findings showed that DDL used for writing revision had a significant, positive effect on fluency and lexical complexity as DDL group outperformed the non-DDL group in producing lexically diverse and fluent writings. However, no statistically significant evidence was found favouring the effect on DDL on accuracy and grammatical complexity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01