A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom

Chen, M. and Flowerdew, J. (2018) A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom. International Journal of Corpus Linguistics, 23 (3). pp. 335-369. ISSN 1384-6655

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Abstract

Since the late 1980s, there has been a growing interest in the direct application of corpora, or data-driven learning (DDL), in language education. This relatively novel teaching approach has been particularly applied in the teaching and learning of English for Academic Purposes (EAP)/academic writing, especially since the turn of the century. This paper synthesizes and evaluates the research progress in the field of EAP/academic writing since the year 2000 by critically reviewing 37 empirical studies focussing on applications of DDL in this context. Based on the critical review and a discussion of some contentious issues, a set of five recommendations for the way forward in DDL research and practice for EAP/academic writing is presented. © John Benjamins Publishing Company

Item Type:
Journal Article
Journal or Publication Title:
International Journal of Corpus Linguistics
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/1200/1203
Subjects:
ID Code:
129403
Deposited By:
Deposited On:
16 Jan 2019 14:35
Refereed?:
Yes
Published?:
Published
Last Modified:
26 May 2020 07:26