Facilitating communication-oriented activities through data-driven learning

Hirata, Yoko (2017). Facilitating communication-oriented activities through data-driven learning. University of Birmingham. Ph.D.

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Data-Driven Learning (DDL), an approach developed by Tim Johns, is an exploratory learning methodology which enables students to analyze the lexical and grammatical patterns of key words in various authentic contexts, organized into a series of concordance lines. It is a learner-centered approach that encourages students to work autonomously, engaging in what Johns calls ‘discovery learning’. DDL has proven itself to be an effective tool for advanced students to further improve the depth of their linguistic knowledge, but the wider possibilities to which DDL might be applied have been sparsely researched.

In this study, I investigate the efficacy of DDL as a core component of two communication-oriented English language learning courses at a Japanese university. The courses couple traditional concordance line analysis with communicative activities. I call this novel teaching methodology ‘Communicative Data-Driven Learning’. This study is a form of action research, which involves actively reflecting upon and revising approaches at every stage, from planning, through execution, to observing results. The data was collected in two years: in 2014 and 2015.

The results demonstrate that Communicative DDL has immense potential for developing students’ language competencies, especially with respect to their fluency and confidence when communicating in English.

Type of Work: Thesis (Doctorates > Ph.D.)
Award Type: Doctorates > Ph.D.
College/Faculty: Colleges (2008 onwards) > College of Arts & Law
School or Department: School of English, Drama and American & Canadian Studies, Department of English Language and Linguistics
Funders: None/not applicable
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
P Language and Literature > P Philology. Linguistics
URI: http://etheses.bham.ac.uk/id/eprint/7743


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