Teaching vocabulary through corpora : an investigation into data-driven learning

Abstract

This study explores the application of data-driven learning (DDL) in an English as a foreign language (EFL) context. It seeks to investigate the extent to which a soft form of DDL can improve the depth of vocabulary knowledge of a group of B1-level language learners, and understand the learners’ perceptions of DDL as a means of learning vocabulary. Furthermore, the perceptions of a local volunteer teacher and teacher-trainer are also explored. Data was gathered by means of quantitative tests as well as through semi-structured interviews with the learners, the volunteer teacher and teacher trainer. The findings indicate that learners in the experimental group outperformed learners in the control group in both the post-test and delayed post-test. Learner perceptions of DDL as a means of learning vocabulary were mixed. Learners felt confused by the complex language in the concordance lines and by the truncated sentences, yet nonetheless felt that the approach helped them learn new word meanings. Both the volunteer teacher and the teacher trainer reported enthusiastic feelings towards DDL, although the latter was able to identify more benefits of the approach. It is argued that one possible reason for the success of the experimental group is that the DDL exercises offered a greater cognitive challenge, and thus triggered higher order thinking skills. The collaborative nature of the tasks may also have been a factor. Future research may investigate the extent to which higher order cognitive skills are employed by learners during DDL activities.