Retesting the limits of data-driven learning: feedback and error correction

Crosthwaite, Peter

doi:10.1080/09588221.2017.1312462

Cited by 51 publications

(45 citation statements)

References 32 publications

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“…Sharing composition and commenting on writing with peers and instructors through platforms like online forums, wikis, social network sites, and blogs allow students to engage in computer-assisted writing strategies related to planning, organizing, composing, sharing, and reflecting (Miyazoe & Anderson, 2010). Furthermore, online writing tools give L2 writers new strategies to improve composition through data-driven learning (Crosthwaite, 2017), automated writing evaluation (Stevenson & Phakiti, 2014), and online translation websites (Goves & Mundt, 2015).…”

Section: Introductionmentioning

confidence: 99%

Conceptualization of Second Language Writing Strategies and their Relation to Student Characteristics

Bailey¹

2019

The Journal of AsiaTEFL

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This study investigated second language (L2) writing strategies in which categories were chosen through deductive reasoning of strategies pertaining to planning, problem-solving, and corrective feedback. The relationships among strategy categories with self-reported L2 writing skill, writing anxiety and major were also identified. Items selected for inclusion into the questionnaire emanated from established L2 writing strategy research. A group of 127 English and 100 non-English majors participated in this questionnaire study. The three writing strategy categories were isolated through a combination of exploratory and confirmatory factor analysis. Structural equation modeling (SEM) was used to identify the association the three writing strategy categories have with L2 writing skill, anxiety and English/non-English majors. Results revealed that problem-solving strategies were most popular followed by planning strategies, while corrective feedback strategies were reported least. Selfperceived L2 writing skills had a positive association with each strategy category. SEM identified positive path coefficients from L2 writing anxiety to all three strategy categories when controlling for writing skill, suggesting moderate levels of L2 writing anxiety have a positive influence on strategy use. English majors had a greater propensity for planning strategies than non-English majors. Results driven pedagogical implications for administering L2 writing strategy training are given.

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Section: Introductionmentioning

confidence: 99%

Conceptualization of Second Language Writing Strategies and their Relation to Student Characteristics

Bailey¹

2019

The Journal of AsiaTEFL

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“…It was also noted that corpus consultation was more effective in correcting errors concerning synonyms. Similarly, Dolgova and Mueller (2019) found that local lexico-grammatical and register errors were more receptive to the approach; Crosthwaite (2017) found that errors of word choice, word form, collocations and phrasing were more readily corrected than errors of deletion or morphosyntax. Charles (2018) found a relevance between certain corpus functions and language problems rectified, and noted that N-grams, Word List and Keyword List functions of lexical analysis tools allowed the users to identify and revise unknown language problems.…”

Section: Written Error Correctionmentioning

confidence: 95%

“…Table 1 shows that DDL activities have been proved generally effective for the teaching and learning of EFL writing with respect to a variety of language aspects. Chambers, 2006;Charles, 2018;Crosthwaite, 2017;Dolgova & Mueller, 2019;Gaskell & Cobb, 2004;Gilmore, 2009;Kennedy & Miceli, 2001;Luo & Liao, 2015;Mueller & Jacobsen, 2015;Sun, 2003;Todd, 2001;Tono et al, 2014;Yoon & Jo, 2014…”

Section: Effectivess Of Ddlmentioning

confidence: 99%

Should We Use It in Our Classrooms: An Analysis of Data-Driven Learning Research

Bao

2021

ELR

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Corpus linguistics has become increasingly important to both language researchers and teachers over the past three decades. As a popular practice of corpus linguistics, Data-Driven Learning (DDL) sees a rapidly growing body of research as well as instruction in the field. There is, however, a lack of comprehensive literature reviews that summarize the effectiveness, learners’ perception, as well as factors affecting the success of DDL to guide its practices. In response, this study analyzes previous DDL research to show the feasibility of the activities in EFL classrooms. For the purpose, we collected and analyzed relevant research articles from 19 journals in the discipline of applied linguistics. Our analysis revealed that while DDL has been proved generally effective in improving learners’ target language proficiency with respect to a variety of linguistic aspects, a set of its drawbacks have been elicited from the learners. The results indicate the instructors’ need to take into account the learner as well as technique background before the introduction of DDL into their classrooms.

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“…Several studies suggest that corpus exploration enhances the students' knowledge of collocational behaviour (Li, 2017;Vyatkina, 2016) and that it supports language awareness processes (Boulton & Landure, 2016;Schaeffer-Lacroix, 2016). Although none of the studies analysed by Crosthwaite (2017) provides evidence for a better mastery of morpho-syntactical features thanks to corpus exploration within the context of English for academic purposes, a study conducted with English-speaking learners of German L2 showed that data-driven learning improves the morpho-syntactic knowledge of learners (Vyatkina, 2016). This issue demands further research.…”

Section: Corpora For Foreign Language Learningmentioning

confidence: 99%

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

Schaeffer-Lacroix¹

2020

Int J App Linguistics

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This paper presents a method for designing corpus exploration tasks and integrating them into an intermediate-levelGerman course during which learners collectively produce the audio description (AD) of a film trailer. ADs are additional soundtracks that inform blind people about the visual events that are considered necessary to understand a film.The Audiodeskription corpus, available on Sketch Engine, contains the AD scripts produced for two German television series. Exploring such a corpus to (re)write an AD script is an activity that is likely to foster language awareness of features of linguistic items needed for describing spatial events and visual perceptions. The tasks designed tackle learning issues identified during the course implemented at the teacher training department, Sorbonne University. K E Y W O R D S audio description, corpus linguistics, foreign language teaching methodology, German, tasks Dieser Artikel stellt eine Methode zur Entwicklung korpusbasierter Aufgaben vor. Er zeigt, wie diese in einen Deutschkurs (B2) für Lehramtsstudierende integriert wurden. Die Hauptaufgabe des Kurses war die Erstellung der Audiodeskription (AD) eines Filmvorspanns. ADs sind zusätzliche Tonspuren, die sehbeeinträchtige Personen über visuelle Ereignisse informieren, die ihnen helfen sollen, die Handlung eines Films zu verstehen. Das Korpus My warmest thanks go to Uschi Heerdegen-Wessel (Norddeutscher Rundfunk), who kindly provided me with audio description manuscripts corresponding to 69 episodes of the series Neues aus Büttenwarder and to Bernd Benecke (Bayerischer Rundfunk), who provided me with audio description manuscripts corresponding to 606 episodes from the series Dahoam is Dahoam (2007). Rights are granted for research and teaching only. The data remain the property of the original owners.

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Retesting the limits of data-driven learning: feedback and error correction

Cited by 51 publications

References 32 publications

Conceptualization of Second Language Writing Strategies and their Relation to Student Characteristics

Conceptualization of Second Language Writing Strategies and their Relation to Student Characteristics

Should We Use It in Our Classrooms: An Analysis of Data-Driven Learning Research

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

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