Paper-Based, Computer-Based, and Combined Data-Driven Learning Using a Web-Based Concordancer

Abstract

Very few studies have investigated the use of data-driven learning (DDL) in the beginner-level EFL classroom, and few or no studies have compared the use of paper-based, computer-based and combined approaches. This paper reports on the results of a three-year comparative case study of computer-based, paper- based, and combined computer- and paper-based DDL using a parallel corpus for beginner-level university students. Students followed guided tasks on a worksheet to inductively understand target grammar patterns, had an explicit confirmation or correction of their hypotheses, and did follow up practice. The DDL exercises were done on a bilingual concordancer using newspaper corpus. It was demonstrated that each DDL approach can be effective for improving grammar basics such as understanding and producing noun phrases. Pre- and post-tests showed students made significant gains using all three approaches, and there does not appear to be any significant difference in effectiveness among the three approaches. Literature