DDL effects are consistent under specific conditions: limited native-speaker instructors, higher-level learners, both computer- and paper-based concordancing, and vocabulary/lexicogrammar uses¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? DDL showed consistent significant effects where native English instructors were limited, courses targeted undergraduate/graduate and intermediate/advanced learners, computer- and paper-based concordancing were used, and corpora served as reference or vocabulary/lexicogrammar resources. → Rasikawati 2019

Evidence¶

Rasikawati 2019¶

Ira Rasikawati (2019). Corpus-Based Data-Driven Learning to Augment L2 Students’ Vocabulary Repertoire. International Dialogues on Education, 6(2), 83-98. https://eric.ed.gov/?id=EJ1245249

q3 · i? · review · r2

The article reports Boulton & Cobb's (2017) meta-analytic conclusions on the conditions under which DDL effects held, quoting the four situations directly. No effect size is printed for this specific conclusion.

"Third, DDL showed consistent significant effects in situations where (1) the presence of native English instructors was limited; (2) courses targeted undergraduate and graduate learners as well as those of intermediate and advanced English levels; (3) computer - and paper-based concordancing were used; and (4) corpora were used either for a reference resource or learning vocabulary and lexicogrammar"

Discussion¶

Related Claims¶

• Corpus-based collocation findings align with prior concordancing and data-driven learning studies — related
• Corpus-based DDL activities outperformed traditional activities for learning verb-adverb collocations in a Macedonian university study — related
• Corpus-based instruction using COCA concordance lines improved EFL students' verb-noun collocation recognition more than traditional instruction — related
• Corpus-tool instruction produces no statistically significant advantage over traditional instruction on EFL student teachers' verb-noun collocation knowledge — reports the opposite
• The experimental group's collocation scores improved significantly from pretest to posttest after corpus-based instruction — related
• EFL student teachers hold positive views of concordancing for collocation learning and most intend future use — related
• Corpus-tool instruction significantly improves EFL student teachers' production of verb-noun collocations in writing, with a medium-to-large effect — related
• The corpus-tool production advantage is bounded: findings are limited to verb-noun collocations in one Turkish ELT setting — related
• Corpus-based DDL shows large effects on L2 learning outcomes in meta-analytic evidence — a broader claim this one bears on
• Sufficient training time led to better vocabulary acquisition results in DDL programs for secondary students — related