Corpus-based DDL shows large effects on L2 learning outcomes in meta-analytic evidence¶
Claim · All claims
Evidence · 1 study · reviewr2·q3·i3large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 A meta-analysis of corpus use in language learning found large overall effects for control/experimental group comparisons (d = 0.95) and for pre/posttest designs (d = 1.50). → 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 · i3 · review · r2
The article reports the Boulton & Cobb (2017) meta-analysis, the first on corpus use in language learning, drawing on 64 meta-analyzable studies with over 3,000 participants. It found "large overall effects for control/experimental group comparisons" with d = 0.95 and d = 1.50 for pre/post designs.
"The result of 64 meta -analyzable studies from a pool of 205 studies showed large overall effects for control/experimental group comparisons ( d = 0.95) and for pre/posttest designs ( d = 1.50)"
Discussion¶
Related Claims¶
- DDL favors higher-level learners and poses challenges of query analysis, intensive training, and corpus access — related
- DDL effects are consistent under specific conditions: limited native-speaker instructors, higher-level learners, both computer- and paper-based concordancing, and vocabulary/lexicogrammar uses — a narrower finding that bears on this claim
- Corpus-based DDL activities outperformed traditional activities for learning verb-adverb collocations in a Macedonian university study — related
- The experimental group's collocation scores improved significantly from pretest to posttest after corpus-based instruction — related
- Corpus-based collocation findings align with prior concordancing and data-driven learning studies — related
- Corpus-based instruction using COCA concordance lines improved EFL students' verb-noun collocation recognition more than traditional instruction — related
- Corpus-tool instruction significantly improves EFL student teachers' production of verb-noun collocations in writing, with a medium-to-large effect — related
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