Please use this identifier to cite or link to this item:

Effects of DDL technology on genre learning

File SizeFormat 
21_03_cotoslinkhuffman.pdf1.24 MBAdobe PDFView/Open

Item Summary

Title: Effects of DDL technology on genre learning
Authors: Cotos, Elena
Link, Stephanie
Huffman, Sarah
Keywords: DDL
Disciplinary Corpus
Issue Date: 01 Oct 2017
Publisher: University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation: Cotos, E., Link, S., & Huffman, S. (2017). Effects of technology on genre learning. Language Learning & Technology, 21(3), 104–130. Retrieved from
Abstract: To better understand the promising effects of data-driven learning (DDL) on language learning processes and outcomes, this study explored DDL learning events enabled by the Research Writing Tutor (RWT), a web-based platform containing an English language corpus annotated to enhance rhetorical input, a concordancer that was searchable for rhetorical functions, and an automated writing evaluation engine that generated rhetorical feedback. Guided by current approaches to teaching academic writing (Lea & Street, 1998; Lillis, 2001; Swales, 2004) and the knowledge-telling/knowledge-transformation model of Bereiter and Scardamalia (1987), we set out to examine whether and how direct corpus uses afforded by RWT impact novice native and non-native writers’ genre learning and writing improvement. In an embedded mixed-methods design, written responses to DDL tasks and writing progress from first to last drafts were recorded from 23 graduate students in separate one-semester courses at a US university. The qualitative and quantitative data sets were used for within-student, within-group, and between-group comparisons—the two independent variables for the latter being course section and language background. Our findings suggest that exploiting technology-mediated corpora can foster novice writers’ exploration and application of genre conventions, enhancing development of rhetorical, formal, and procedural aspects of genre knowledge.
ISSN: 1094-3501
Appears in Collections:Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

Please contact if you need this content in an ADA compliant alternative format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.