A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015

Abstract

This research uses the theoretical framework of CALL normalisation developed by Bax (2003) and Chambers & Bax (2006) to offer a systematic review (Gough et al., 2012) of the uses and spread of data-driven learning (DDL) and corpora in language learning and teaching across five major CALL-related journals during the 2011-2015 period. DDL research represented 4.2% of all published papers on CALL during this time frame. The main focus of research was found to be the use of concordancing and collocations when developing university students' writing skills. Contrary to previous research, access to technology was not identified as an impeding factor for normalisation. Syllabus integration and a lack of contribution from language teachers other than researchers emerged as threats to the normalisation of corpora use. Further theorisation is needed if DDL and corpora are to expand their influence on mainstream second language education.

Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors

“…Scholars have noted that word choice errors "often cause serious comprehension problems" in the writing produced by L2 writers; these errors have been considered as largely "untreatable" (Ferris & Roberts, 2001, p. 173). Instead of suggesting written corrective feedback, most researchers recommend that L2 writing teachers encourage their students to use corpus tools or other strategies to assist in self-editing (e.g., Reynolds, 2015Reynolds, , 2016Pérez-Paredes, 2019); however, there has yet to be a detailed analysis of teachers' corrective feedback practice through, for example, an analysis of teacher feedback corpus. Previous research has indicated that student writers may be able to identify and self-correct word choice errors (Ferris & Roberts, 2001).…”

Data-driven learning – a call for a broader research gaze

“…As I have discussed, while there is clear evidence of vibrant research on DDL often leading to successful learning outcomes, this paper argues that there is a need for greater critical engagement with the pedagogical underpinnings in the form of theories of learning and theories of language acquisition (see also Pérez-Paredes, 2019). While we need to continue and improve on pre- and post-testing in quasi-experimental studies (and meta-studies such as Boulton and Cobb (2017) and Lee et al (2019) offer us much by way of how the future studies can be enhanced), we also need to add new research questions and explore new methodologies as well.…”

“…So from this we can clearly see that some aspects of SLA theory get a mention in DDL research but these references often form part of the rationale for using DDL or appear as add-ons within the discussion of empirical findings. Flowerdew (2015) and Pérez-Paredes (2019) are some of the lone voices that have called out this lack of connection with SLA. Papp (2007) is another exception; she offers a worthwhile summary of the psycholinguistic processes relating to the concept of noticing.…”

Integrating corpus‐based audio description tasks into an intermediate‐level German course

“…The target languages of the students concerned are English, German, Italian or Spanish. Five studies out of twelve focused on speaking skills (Ibáñez Moreno & Vermeulen, 2015a, 2015b, 2015cNavarrete, 2018;Talaván & Lertola, 2016). Calduch and Talaván (2017) use AD tasks for the development of writing skills.…”