ERIC Number: EJ1433720
Record Type: Journal
Publication Date: 2024
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-8221
EISSN: EISSN-1744-3210
Data-Driven Learning with Younger Learners: Exploring Corpus-Assisted Development of the Passive Voice for Science Writing with Female Secondary School Students
Peter Crosthwaite; Brett Steeples
Computer Assisted Language Learning, v37 n5-6 p1166-1197 2024
Corpus-based approaches to language and literacy education, commonly known as data-driven learning (DDL), are increasing in prominence. However, the vast majority of DDL interventions involve adult tertiary level learners, leaving a dire need for comprehensive DDL studies for secondary education. The present study reports on a half-year DDL experiment conducted at an all-girls secondary school in Australia, focusing on the development of receptive and productive knowledge of passive voice constructions used when writing scientific research reports for a physical science class. Pre/post-tests were conducted testing learners' receptive knowledge and productive use of the passive, alongside data on learners' autonomous use of corpora within a written research report. Learners' perceptions of corpora and DDL were also collected through questionnaire survey and interview data taken both immediately post-training and three months after training. The results suggest learners' corpus consultation was effective in improving use of the passive voice for science writing with pre-tertiary learners, although clear preferences for (and criticisms of) certain corpus tools, functions and usage was apparent, and continued uptake post-training was relatively weak. Generally however, the implications of these findings paint a positive picture of what is possible regarding DDL with younger learners, and provide a model of how a DDL intervention with younger learners can be successfully managed and integrated in a context where secondary content teachers, rather than solely the applied linguist, can be the main stakeholders in a DDL intervention.
Descriptors: Single Sex Schools, Females, Secondary School Students, Grammar, Foreign Countries, Literacy Education, Intervention, Student Attitudes, Learning Analytics, Science Instruction, Writing Skills, English for Special Purposes, Second Language Learning, Second Language Instruction, Writing Improvement, Writing Tests, Faculty Development, Technological Literacy, Pedagogical Content Knowledge, Outcomes of Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A