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DDL is dead? Long live DDL! Expanding the boundaries of data-driven learning.
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In: Discovering language: Learning and affordance ; https://hal.archives-ouvertes.fr/hal-03506624 ; Discovering language: Learning and affordance, In press (2022)
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Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
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Gender-preferential language use in L1 and L2 argumentative essays? Evidence against lists of ‘gendered’ language features
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Referential movement in L2 vs. heritage Korean: a learner corpus study
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Taking DDL online: Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing
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Validating an L2 academic group oral assessment: insights from a spoken learner corpus
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Definite article bridging relations in L2: A learner corpus study
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Disciplinary differences in the use of evaluative that: expression of stance via that-clauses in business and medicine
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Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning
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Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice
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Learning the language of dentistry: disciplinary corpora in the teaching of English for Specific Academic Purposes
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APPRAISAL resources in L1 and L2 argumentative essays: A contrastive learner corpus-informed study of evaluative stance
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Definite discourse-new reference in L1 and L2: the case of L2 Mandarin
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Exploring stance in the manifestos of 3 candidates for the Hong Kong Chief Executive election 2017: Combining CDA and corpus-like insights
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Review of Schubert, Christoph & Christina Sanchez-Stockhammer, eds. (2016) Variational text linguistics: revisiting register in English
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