Corpus-based DDL framework for augmenting students' vocabulary repertoire in Reading EAP

Design · All designs
Evidence · 3 claims (1 for, 2 mixed) · 1 study (1 review), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description

The article proposes a framework (Figure 1) for enhancing students' vocabulary knowledge within an inquiry-based Reading EAP curriculum. It comprises "four curriculum elements – course content, instructional approach, activities, and assessment" and structures key learning variables in "a recurring cycle of activities". The cycle begins with instruction on complex syntax and multi-word sequences, moves through teacher-activated inquiries, collaborative corpus investigation and synthesis of lexico-syntactic patterns, and ends with independent query solving, sharing, and use of new knowledge in reading and writing.

Design Implications

Context

Requirements

• Students' use of authentic materials and higher-order thinking skills, engagement in problem-solving, and scaffolded inquiries
• Sufficient training in query types across the first few meetings
• Ongoing assessment of vocabulary understanding and use for feedback and adjustment

Constraints

• Paper-based concordance activities are recommended at the early stage before transitioning to web-based corpus data

Target Learners

• Undergraduate EAP students in non-English speaking countries
• Intermediate to advanced L2 learners

Learning Goals

• Expanding vocabulary size and understanding of word nuances
• Comprehension of academic texts
• Lexico-grammatical pattern knowledge

Claims

• Ddl Meta Analysis Large Effects [+M]
• Ddl Challenges Limitations [~M]
• DDL effects are consistent under specific conditions: limited native-speaker instructors, higher-level learners, both computer- and paper-based concordancing, and vocabulary/lexicogrammar uses [~M]

Examples

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Key Sources

• Ira Rasikawati (2019). Corpus-Based Data-Driven Learning to Augment L2 Students’ Vocabulary Repertoire. International Dialogues on Education, 6(2), 83-98.

Page metadata

Field	Value
type	design
id	corpus-based-ddl-vocabulary-framework
title	Corpus-based DDL framework for augmenting students' vocabulary repertoire in Reading EAP
description	The article proposes a framework (Figure 1) for enhancing students' vocabulary knowledge within an inquiry-based Reading EAP curriculum.
status	review
generated	by process:settle-candidates on 2026-11-03
trust	unverified — no one has confirmed this page's content
sources	1 — ira-rasikawati-2019

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