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Thirty years of data-driven learning: Taking stock and charting new directions over time
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Boulton, Alex; Vyatkina, Nina. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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Abstract:
The tools and techniques of corpus linguistics have many uses in language pedagogy, most directly with language teachers and learners searching and using corpora themselves. This is often associated with work by Tim Johns who used the term Data-Driven Learning (DDL) back in 1990. This paper examines the growing body of empirical research in DDL over three decades (1989-2019), with rigorous trawls uncovering 489 separate publications, including 117 in internationally ranked journals, all divided into five time periods. Following a brief overview of previous syntheses, the study introduces our collection, outlining the coding procedures and conversion into a corpus of over 2.5 million words. The main part of the analysis focuses on the concluding sections of the papers to see what recommendations and future avenues of research are proposed in each time period. We use manual coding and semi-automated corpus keyword analysis to explore whether those points are in fact addressed in later publications as an indication of the evolution of the field.
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Keyword:
Corpus Linguistics; Data-Driven Learning; DDL; Synthesis
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URL: http://hdl.handle.net/10125/73450
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Past, present and missing: A systematic synthesis of empirical research in data-driven learning
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In: 15th International American Association for Corpus Linguistics conference ; https://hal.archives-ouvertes.fr/hal-02977522 ; 15th International American Association for Corpus Linguistics conference, Sep 2020, Flagstaff AZ, United States (2020)
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Data-driven learning for languages other than English: the cases of French, German, Italian, and Spanish
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In: CALL for widening participation ; https://hal.archives-ouvertes.fr/hal-03547807 ; CALL for widening participation, EUROCALL 2020, Aug 2020, Copenhague, Denmark. pp.132 - 137, ⟨10.14705/rpnet.2020.48.1177⟩ ; https://research-publishing.net/manuscript?10.14705/rpnet.2020.48.1177 (2020)
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Data-driven learning for languages other than English: The cases of French, German, Italian, and Spanish
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Language Corpora for L2 Vocabulary Learning: Data-Driven Learning Across the Curriculum
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Language corpora for L2 vocabulary learning: Data-driven learning across the curriculum
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Data-driven learning of collocations: Learner performance, proficiency, and perceptions
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Vyatkina, Nina. - : University of Hawaii National Foreign Language Resource Center, 2018. : Michigan State University Center for Language Education and Research, 2018
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Syntactic modification at early stages of L2 German writing development: A longitudinal learner corpus study
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Specific Syntactic Complexity: Developmental Profiling of Individuals Based on an Annotated Learner Corpus
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The development of second language writing complexity in groups and individuals: A longitudinal learner corpus study
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Data-driven learning for beginners: The case of German verb-preposition collocations
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New developments in the study of L2 writing complexity: An editorial
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Corpora in language teaching and learning
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In: ISSN: 1094-3501 ; Language Learning and Technology ; https://hal.archives-ouvertes.fr/hal-01237582 ; Language Learning and Technology, University of Hawaii, 2017, 21 (3), pp.1 - 8 (2017)
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Corpora in Language Teaching and Learning. Language Learning & Technology
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In: https://hal.archives-ouvertes.fr/hal-02977551 ; 2017 (2017)
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Input Processing and the Teaching of German Two-way Prepositions
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Story Time: The Expression of Temporal Events in Narration by L2 Learners of German
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