Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies

Abstract

Abstract-Corpus technology is commonly used by researchers and professionals for language description; however it can also be employed by second or foreign language learners in what has come to be known as data-driven learning (DDL). DDL has been suggested as an effective approach to improve second language (L2) learners' writing competence. To popularize DDL approach among ordinary language teachers and learners, this paper offers an overview of empirical DDL research in writing published from 2010 to 2016, which can provide insights into how DDL approach is integrated into an actual writing classrooms and how much it can contribute to the development of L2 writing skill. The analysis of the surveyed studies reveals the great potentials of DDL activities in L2 writing class from different perspectives but it's also found that corpora are not superior to other traditional reference tools for some consultation purposes. For certain lexical problems, L2 learners are more willing to consult online dictionaries or other conventional tools. It is thus suggested to develop online platforms which could provide easy and free access to the userfriendly corpora along with other types of reference tools. The tendency of future studies is also predicted in the end.

Concordancing in writing pedagogy and CAF measures of writing

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

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Doublets in Legal Discourse: Data-Driven Insights for Enhancing the Phraseological Competence of EFL Law Students

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