Enhancing extensive reading with data-driven learning
| dc.contributor.author | Hadley, Gregory | |
| dc.contributor.author | Charles, Maggie | |
| dc.date.accessioned | 2018-01-29T20:49:44Z | |
| dc.date.available | 2018-01-29T20:49:44Z | |
| dc.date.issued | 2017-10-01 | |
| dc.description.abstract | This paper investigates using data-driven learning (DDL) as a means of stimulating greater lexicogrammatical knowledge and reading speed among lower proficiency learners in an extensive reading program. For 16 weekly 90-minute sessions, an experimental group (12 students) used DDL materials created from a corpus developed from the Oxford Bookworms Graded Readers, while a control group (10 students) had no DDL input. Both classes were required to read a minimum of 200,000 words during the course. An embedded-experiment design (Edmonds & Kennedy, 2017) was adopted consisting of both qualitative and quantitative forms of investigation. Quantitative data from the Vocabulary Levels Test by Nation and Beglar (2007) and a C-test (Klein-Braley & Raatz, 1984) constructed from an upper-level Bookworms reader found statistically significant lexicogrammatical improvements for both groups, but greater improvement took place within the control group. Qualitative data derived from a repertory grid analysis of student constructs revealed several possible reasons for the experimental group’s lack of engagement with DDL. The study concludes that careful attention to students’ learning preferences and a softening of the DDL approach may ensure better results with lower proficiency learners. | |
| dc.identifier.citation | Hadley, G., & Charles, M. (2017). Enhancing extensive reading with data-driven learning. Language Learning & Technology, 21(3), 131–152. Retrieved from http://llt.msu.edu/issues/october2017/hadleycharles.pdf | |
| dc.identifier.issn | 1094-3501 | |
| dc.identifier.issn | 1094-3501 | |
| dc.identifier.uri | http://hdl.handle.net/10125/44624 | |
| dc.publisher | University of Hawaii National Foreign Language Resource Center | |
| dc.publisher | Michigan State University Center for Language Education and Research | |
| dc.subject | Data-Driven Learning | |
| dc.subject | Extensive Reading | |
| dc.subject | Lower Proficiency Learners | |
| dc.title | Enhancing extensive reading with data-driven learning | |
| dc.type | Article | |
| dc.type.dcmi | Text | |
| prism.endingpage | 152 | |
| prism.number | 3 | |
| prism.publicationname | Language Learning & Technology | |
| prism.startingpage | 131 | |
| prism.volume | 21 |
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