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Concordancing in writing pedagogy and CAF measures of writing

  • Negin Samoudi

    Negin Samoudi has a Ph.D. in TEFL/TESOL from Urmia University. She is an EFL instructor at several Iranian universities. She is an IELTS teacher trained by IDP. She has been an English teacher since 2002. Her major research areas of interest are learner centered instruction, dynamic assessment, and corpus-based materials development.

     ORCID logo EMAIL logo     and Sima Modirkhamene

    Sima Modirkhamene has a PhD in TEFL/TESOL from the University of Surrey, UK. Since her return to Iran in September 2006, she has been lecturing at undergraduate and postgraduate levels and researching in Urmia University, Iran. Her main research interests include: bilingualism, first and second language acquisition, and cross-linguistic transfer. She has served as the Head of the Department of English Language and Literature and the Deputy Head of the Foreign Languages Center of Urmia University since 2008.

     ORCID logo
Published/Copyright: November 19, 2020
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 60 Issue 3

Abstract

Since the early twenty-first century, data-driven learning (DDL) approach that is a pedagogical application of corpus linguistics in classroom, has introduced a paradigm shift in EFL instruction. Research output, however, concerning this inductive, discovery-oriented learning is equivocal. This study, thus, explored the application of both native-speaker and local learner corpora, attesting the effect of direct vs. indirect DDL activities on 39 EFL learners’ development in CAF measures of writing. To this end, two experimental groups were taught through corpus consultation, but the control group received the conventional method of using a textbook, teacher explanations, and classroom exercises. Results obtained from three (two experimental and one control) groups of participants’ writing performances pre and post to seven sessions of paragraph writing confirmed the significant role of indirect DDL in writing more accurate and fluent paragraphs; however, no statistical evidence was found as regards syntactic complexity. Moreover, no significant effect of the direct DDL method in improving learners’ writing was observed, which is, thus, interpreted as suggestive that applying indirect DDL could be more effective than the direct DDL approach. It is concluded that classroom-based computers are not necessarily essential tools to implement the DDL pedagogy.

Keywords: data-driven learning; corpus linguistics; local learner corpora; CAF measures
Corresponding author: Negin Samoudi, TESOL, Faculty of Department of English and Literature, Urmia University, Urmia, Islamic Republic of Iran, E-mail:

About the authors

Negin Samoudi

Negin Samoudi has a Ph.D. in TEFL/TESOL from Urmia University. She is an EFL instructor at several Iranian universities. She is an IELTS teacher trained by IDP. She has been an English teacher since 2002. Her major research areas of interest are learner centered instruction, dynamic assessment, and corpus-based materials development.

Sima Modirkhamene

Sima Modirkhamene has a PhD in TEFL/TESOL from the University of Surrey, UK. Since her return to Iran in September 2006, she has been lecturing at undergraduate and postgraduate levels and researching in Urmia University, Iran. Her main research interests include: bilingualism, first and second language acquisition, and cross-linguistic transfer. She has served as the Head of the Department of English Language and Literature and the Deputy Head of the Foreign Languages Center of Urmia University since 2008.

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Supplementary Material

The online version of this article offers supplementary material (https://doi.org/10.1515/iral-2018.0258).

Published Online: 2020-11-19
Published in Print: 2022-09-27

© 2020 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. A double-edged sword: Metaphor and metonymy through pictures for learning idioms
  4. The functional roles of lexical devices in second language learners’ encoding of temporality: A study of Mandarin Chinese-speaking ESL learners
  5. The same cloze for all occasions?
  6. The effect of written text on comprehension of spoken English as a foreign language: A replication study
  7. Cut-offs and co-occurring gestures: Similarities between speakers’ first and second languages
  8. Bilingual patterns of path encoding: A study of Polish L1-German L2 and Polish L1-Spanish L2 speakers
  9. Concordancing in writing pedagogy and CAF measures of writing
  10. D-linked and non-d-linked wh-questions in L2 French and L3 English
  11. Effects of pragmatic instruction on EFL teenagers’ apologetic email writing: Comprehension, production, and cognitive processes
  12. Music training and the use of songs or rhythm: Do they help for lexical stress processing?
  13. Second language processing of English past tense morphology: The role of working memory
  14. Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability
  15. The role of self-construal in EFL vocabulary learning
  16. The cross-sectional development of verb–noun collocations as constructions in L2 writing
https://doi.org/10.1515/iral-2020-2014
Keywords for this article
data-driven learning; corpus linguistics; local learner corpora; CAF measures

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. A double-edged sword: Metaphor and metonymy through pictures for learning idioms
  4. The functional roles of lexical devices in second language learners’ encoding of temporality: A study of Mandarin Chinese-speaking ESL learners
  5. The same cloze for all occasions?
  6. The effect of written text on comprehension of spoken English as a foreign language: A replication study
  7. Cut-offs and co-occurring gestures: Similarities between speakers’ first and second languages
  8. Bilingual patterns of path encoding: A study of Polish L1-German L2 and Polish L1-Spanish L2 speakers
  9. Concordancing in writing pedagogy and CAF measures of writing
  10. D-linked and non-d-linked wh-questions in L2 French and L3 English
  11. Effects of pragmatic instruction on EFL teenagers’ apologetic email writing: Comprehension, production, and cognitive processes
  12. Music training and the use of songs or rhythm: Do they help for lexical stress processing?
  13. Second language processing of English past tense morphology: The role of working memory
  14. Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability
  15. The role of self-construal in EFL vocabulary learning
  16. The cross-sectional development of verb–noun collocations as constructions in L2 writing
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