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b. Display of full text obtained by clicking on a concordance line (in this case from concordance line 57 in the screen shown in a; the text is no. 32 of the letters to the " Psychology " column in the magazine Donna).
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In much of the literature on the exploitation of corpora for language learning, the learners are viewed as researchers, who formulate and test their own hypotheses about language use. Having identified difficulties encountered in corpus investigations by our intermediate-level students of Italian in a previous study, we have designed a semester-lon...
Citations
... This is a true revolution when compared with second language teaching from 50 years ago. Research has shown that technology can provide an arena for natural, meaningful, and realistic second language teaching (Levy 2009, Kennedy and Miceli 2010, Chapelle 2010, Oxford 2011 but the focus has largely been on outcomes rather than on input (Chen 2013, Carrió-Pastor 2016. There is, then, an opportunity for greater attention to be placed on the development of teaching techniques that can also improve second language assessment, moving the centre of attention to the input rather than the output. ...
Writers with different linguistic backgrounds may communicate in academic language in different ways. Intercultural studies focus on this fact because one of the most important aspects in communication is to be aware of the different patterns of international languages (Carrió 2022). Additionally, technology enables us to be physically alone at home and yet communicate virtually with others: we can send text messages or use Internet-based software such as email, Skype, blogs, Facebook, Twitter, etc. These changes in communication and the awareness of intercultural communication have led to a revolution in second-language teaching. Traditional teaching methods or approaches (i.e. the Translation method, the Silent way, Suggestopedia, etc.) are seldom used at universities, as lecturers use online platforms to implement content-based instruction and the communicative approach (Chang 2011, Wang & Smith 2013, Aydin & Yildiz 2014). Second-language teaching is also experiencing a further revolution with regard to how a language can be learnt and practised. For example, students write tasks and receive feedback from teachers online or talk to them via a virtual platform to practise their oral skills. This is a true revolution when compared with second language teaching from 50 years ago. Research has shown that technology can provide an arena for natural, meaningful, and realistic second language teaching (Levy 2009, Kennedy and Miceli 2010, Chapelle 2010, Oxford 2011) but the focus has largely been on outcomes rather than on input (Chen 2013, Carrió-Pastor 2016). There is, then, an opportunity for greater attention to be placed on the development of teaching techniques that can also improve second language assessment, moving the centre of attention to the input rather than the output. Therefore, the main objectives of this paper are to identify how formative and summative assessment may be used in the teaching of English as a second language in an intercultural environment and to describe the advantages associated. Additionally, this analysis seeks to identify if technology can enhance formative assessment and determine whether it improves second language acquisition and motivation rather than summative assessment and the advantages in an intercultural context.
... It is widely accepted that the Web corpus has merely been employed as linguistic datato corroborate linguists' intuitions about the frequency of occurrences of individual words, phrasal verbs, collocations, and idioms (Wierzbicka, 2009). However, more recently, as some researchers (Afendi Hamat & Mohamed Amin Embi, 2009;Chambers et al., 2011;Comelles et al., 2012;Conroy, 2010;Geluso, 2011;Park & Kinginger, 2010;Sha, 2010;Shei, 2008;Wu, Franken & Witten, 2009 ;Wu, Witten & Franken, 2010;Yoon, 2011) have discerned, the Web is also a particularly valuable source of authentic, natural and contextualized language patterns (concordances, collocations, colligations, chunks, phrases, idioms, Formulaic Sequences, etc)( definitions of pattern put forward by , Kennedy & Miceli, 2010;Wood, 1981) and on-line dictionaries invaluable for pedagogical applications including L2 writing. From the point of view of cognitive linguistics, what is perceived as authentic and natural language is in connection with phraseology, based on frequency of occurrences, rooted in usage-based theory of language acquisition (Bybee, 2006;Geluso, 2011). ...
... Thus, the Web as corpus and Google as concordancer can be a great source of natural language patterns for writing improvement (Conroy, 2010;Geluso, 2011;Sha, 2010;Shei, 2008). Therefore, Google as a giant search engine can be used as a learning pedagogy application in the process of PH (finding appropriate pattern as a result of Google consultation) and PD (defining one's pattern through Google consultation, based on frequency) (PH & PD were put forth by Kennedy & Miceli, 2010). Since Google is the most popular search engine, representing the Web perfectly, in this review study Google-driven corpus and the Web corpus will be used interchangeably. ...
The use of the Web as a corpus and Google as a concordancer, has been regarded as one of the promising areas that has a potential for revolutionizing language pedagogy in general, and second language (L2) writing, in particular. More specifically, it is believed that the functions of Google-Informed Pattern-Hunting (GIPH) and Google-Informed Pattern-Defining (GIPD) can promote natural L2 writing through Discovery Learning (DL) and Data Driven Learning (DDL), however, these advantages have mostly been given lip services than tested with first hand empirical studies, and only more recently some studies have been undertaken in this vein. Focusing on L2, this article explored how and to what extent this great potential of GIPH and GIPD has been recognized by reviewing the related studies, thereby some factors and themes (such as Learning Style, Training, Naturalness, Tidiness, Speed, Number of Retrieval, and Proficiency) have been extracted and elaborated on. However, due to the novelty of the area, the themes are mostly the outcome of researchers’ descriptions and interpretations than empirical studies. The inclusion criteria for the present review were studies that focus on the application of the Web as a corpus and Google as a concordance for language learning and L2 writing based on researchers’ and learners’ evaluation of it. Seven studies included in the present review show that learners’ use of GIPH and GIPD champions the promotion of their language learning and L2 writing, providing that proper training and scaffolding are provided. Future studies are also recommended based on the gaps and deficiencies identified in the reviewed researches.
... In recent decades, empirical studies have explored the efficacy of using corpora to facilitate student language learning conducted by corpus linguists or researchers, while the direct adoption of corpora by ordinary teachers remains rare in language teaching. Utilising CBLP in language teaching offers various advantages, such as enhancing vocabulary and phrase acquisition and retention (Ashkan & Seyyedrezaei, 2016), aiding in error correction (Kennedy & Miceli, 2010), refining essay drafts (Lee & Swales, 2006), and fostering an understanding of collocation (Chan & Liou, 2005). Recent research, including studies by Boulton (2010) and Vyatkina (2020, p. 308), supports these benefits, indicating higher gains and satisfaction for learners. ...
... Learners' computer and corpus literacies are influenced by various factors, including age, language competence, engagement in autonomous learning (Kaltenböck & Mehlmauer-Larcher, 2005), and corpus literacy as a specific form of digital literacy (Ma et al., 2023;Mukherjee, 2006;Vyatkina, 2020). Additionally, learners unfamiliar with corpus tools may experience frustration and confusion when formulating search queries, devising research strategies, manipulating data for drawing conclusions (Kennedy & Miceli, 2010), and underutilising certain tool functions (Bernardini, 2000). Therefore, while capitalising on the benefits of corpus-based language teaching and learning, caution should be exercised to avoid imposing overly advanced learning requirements. ...
... Further, students also found innovativeness and interest in such an approach even though it raised technical difficulties and increased workload. The students' negative responses towards corpora mainly arose from the difficulties experienced when exposed to the tools for the first time (Kennedy & Miceli, 2010;Yoon & Hirvela, 2004). Additionally, using such tools may be overly time-consuming for nonlanguage students, whose interests may not be in linguistic details in that such an approach would be 'conceptualise[d]… as a linguistic tool rather than as a pedagogical aid' (Yoon & Hirvela, 2004, p. 275). ...
As technological advancements and internet accessibility expand, synchronous online teaching emerges as a valuable avenue in education, providing benefits for both educators and learners. Despite its potential, there is limited research in language education on leveraging synchronous online platforms to enhance students' writing skills. This study addresses this gap by creating a synchronous online learning environment infused with corpus-based language pedagogy (CBLP) for university-level writing classes. A language teacher and 22 Social Sciences undergraduates participated in this project. Through a comprehensive analysis of the interview data from the teacher and students, and the online class interaction data, the study delves into factors influencing lesson effectiveness, examining both teacher and student perspectives on challenges faced. Furthermore, it discusses the pedagogical implications of these challenges, proposing solutions and adjustments to enhance the teaching and learning experiences associated with CBLP in a fully online educational environment.
... Existing studies are rich in investigating learners' perceptions of DDL implementation (e.g., Bernardini, 2004;Kennedy & Miceli, 2010;Lee et al., 2020;O' Sullivan & Chambers, 2006;Yoon, 2008;Yoon & Hirvela, 2004), but no conclusive results have been identified. Some studies found learners' positive attitudes toward DDL (e.g., Mizumoto & Chujo, 2015) while others found negative attitudes (e.g., Quan, 2016) or mixed attitudes within the same cohort of learners (e.g., Kennedy & Miceli, 2001). ...
... Appropriate training helps learners understand the advantages of corpus so their attitudes can be transformed from using corpus only to complete in-class tasks to using corpus to promote language learning (Chambers, 2019;Poole, 2022). The in-task activity was based on the four-step strategy proposed by Kennedy and Miceli (2010): (1) formulating the question; (2) devising a search strategy; (3) observing the data and selecting examples; (4) drawing conclusions. Consultation with COCA provided learners with the KWIC display and drew learners' attention to the target synonyms, thus encouraging learners' noticing (Hyland & Milton 1997, as cited in Boulton, 2009). ...
This study evaluates student perceived effectiveness of a guided inductive approach for synonym learning through a 36-week, two-round data-driven learning (DDL) and task-based instruction design. Presented as a student-centered “mini-lecture” task, it integrates pre-task training, during-task guidance, and post-task feedback. Data were collected from 23 business English university students via questionnaires and interviews. Results show that learners generally held consistent positive attitudes toward this long-term data-driven learning. Enhanced instruction in the second round underscored the importance of scaffolding, reducing learners’ anxiety, and promoting cognitive development. Task complexity and language proficiency seemed unrelated to learner perceptions. Although task motivations influenced learners’ perceptions, learners with lower motivation were not overwhelmed by technical difficulties involved in DDL, supporting the effectiveness of the long-term practice in improving learners’ corpus query skills. Learners often used their native language to explain key concepts in the “mini-lecture” presentation. The results suggest the task-based “mini-lecture” design is effective and that guided inductive DDL is a promising alternative in language pedagogy. Based on the findings, a task-based data-driven synonym learning model is proposed.
... Kennedy and Micelis (2010) have proposed two sorts of noticing exercises: Pattern hunting and pattern defining. Pattern hunting procedure incorporates perusing the entire text in view of title or test type and searching for recurrence list for familiar word blends while, pattern defining functions for the particular reason when the understudy has a specific example to him to see in the data (Kennedy and Miceli, 2010). The two kinds include noticing as example characterizing with respect to the educator and example hunting with respect to understudies. ...
With the advent of 21 st century, the foreign language learning methods and techniques have been revolutionized. In Pakistan, there is still research work to be done to investigate the effect of innovative ELT methods and approaches on lexical knowledge of language learners. The present study is an endeavor to explore the effect of corpus-driven language learning method on the development of lexical behavior of Pakistani EFL undergraduates. For the collection of required data, a pretest posttest experimental design was administered to the EFL undergraduates of a public sector university. Two groups of the selected sample attended the ELT classes; the controlled group received instructions conventionally with books while the experimental group received a specific treatment based on noticing hypothesis for the development of knowledge of collocations. Statistical analysis showed the treatment based on noticing hypothesis theory has had more positive effect on the learners' improvement than the conventional teaching method used. The research work has theoretical and practical contributions in the area of Applied Linguistics. The finding of the study has endorsed the theories of modern linguists like Smidth, Flowerdew, and Boulton who have supported the autonomous learning among the foreign language learners as well as opened new horizons for the future researchers to apply modern techniques for the development of language learning among EFL/ESL learners.
... Peer learning occurred in 18 % of studies, while group discussions happened in 20 %. Thirty-three percent combined corpus use with tools and technologies to scaffold learning (Fig. 5), such as bilingual dictionaries [88,92], hyperlinks, information glossaries [93], and computer-assisted language learning (CALL) programmes [87]. In 26 % of studies, learners used structured frameworks to guide corpus consultation, such as those developed by Chujo and Oghigian [54], Kennedy and Miceli [92,94], Johns [42], and Flowerdew [47]. ...
... Thirty-three percent combined corpus use with tools and technologies to scaffold learning (Fig. 5), such as bilingual dictionaries [88,92], hyperlinks, information glossaries [93], and computer-assisted language learning (CALL) programmes [87]. In 26 % of studies, learners used structured frameworks to guide corpus consultation, such as those developed by Chujo and Oghigian [54], Kennedy and Miceli [92,94], Johns [42], and Flowerdew [47]. These frameworks can help develop effective analysis techniques for language classes. ...
... Specifically, researchers have identified usability issues, human barriers, and technological difficulties as barriers that discourage students from using corpus and DDL approaches in the future (Fig. 7). Up to 8 % of relevant studies cited issues with usability, reporting that some students find the approaches confusing rather than helpful [55,92,[101][102][103]. As an illustration, students were unsure which data aspects to analyse or how to interpret their findings [81,104]. ...
This systematic review presents a comprehensive analysis of the literature on the use of corpora
and data-driven learning (DDL) in language education. Corpus linguistics encompasses the use of
electronic text collections for linguistic analysis, while DDL entails using corpora for pedagogical
purposes in second/foreign language teaching. DDL allows language educators to move beyond
traditional methods to enhance teaching practices and learning skills. An extensive database
search identified 89 pertinent studies published between 1997 and 2022 that met the inclusion
criteria. The selected studies focused on keywords such as "DDL," "corpus linguistics," and related
phrases to identify relevant literature discussing DDL interventions in language classrooms. Only
English, peer-reviewed texts with accessible PDFs were considered for inclusion. These studies
described DDL implementation in classroom settings and the common pedagogical practices,
difficulties, and limitations encountered. The findings suggest that DDL has significant potential
as a pedagogical tool, but challenges exist that limit its positive impact on language learning.
Tailored tasks, auxiliary guidance, supplemental support, and peer/group learning were identified as effective strategies for facilitating meaningful corpus engagement for lower-proficiency
students.
... Existing research relating to corpora and Italian is limited. In their investigation of corpora as a writing apprenticeship in an intermediate Italian university program, Kennedy and Miceli (2010) highlight the importance of promoting both skills to L2 students. This includes the specific functions of corpora, as well as the principles that underpin reference-resource consultation and their implications. ...
... Furthermore, Zanettin posits the usefulness of corpora-based resources even if students possess limited formal linguistic knowledge, or if language teachers are not native speakers. Drawing upon both Kennedy and Miceli (2010) and Zanettin (2009), it is evident that one of the continuing hurdles to be overcome in teaching and learning using corpora relates to the complexities associated with corpus tools and methodologies. Whilst the increased access to naturally occurring language allows L2 students direct access to examples of language used by native speakers (which Zanettin posits may further support non-native L2 teachers), the success of corpora resources is dependent on the time devoted to teaching students how to engage with and interpret corpus data (Kennedy & Miceli, 2010;Zanettin, 2009). ...
... Drawing upon both Kennedy and Miceli (2010) and Zanettin (2009), it is evident that one of the continuing hurdles to be overcome in teaching and learning using corpora relates to the complexities associated with corpus tools and methodologies. Whilst the increased access to naturally occurring language allows L2 students direct access to examples of language used by native speakers (which Zanettin posits may further support non-native L2 teachers), the success of corpora resources is dependent on the time devoted to teaching students how to engage with and interpret corpus data (Kennedy & Miceli, 2010;Zanettin, 2009). Finally, it is worth noting that engaging with corpora also represents a significant barrier for L2 teachers themselves (Zanettin, 2009). ...
This article discusses a pilot project aimed at giving tertiary students a wider repertoire of resources to use in language learning, with a particular focus on Italian. This project responds to the exponential increase in and access to online data and the potential value such data represent for students studying additional languages at tertiary level. By examining whether current language students are aware of online resources, such as linguistic corpora and other potential applications of big data, we aim to provide an insight into the possible uses of corpus-assisted learning in the language classroom. In this paper, we detail a project undertaken in 2017 with undergraduate students of Italian in a major metropolitan university. Our project directed students to complete a translation task using corpora-based resources and assessed their experience through a post-assessment survey. Subsequently, we present our initial findings in relation to the possibilities of a corpus-based approach to language teaching and learning. While today’s students are already predisposed to relying on online resources as part of their language studies, our results suggest students are not aware of emerging online resources such as corpora. Moreover, even when these resources are presented to students, the complex nature of the software programs used to interrogate corpora often results in their underutilisation.
... Cikkünkben a pedagógiai céllal készült élőbeszédkorpuszokra összpontosítunk. Ezeket a korpuszokat az különbözteti meg a nyelvészeti elemzés céljaira készült gyűjteményektől, hogy a korpusz tartalma a tanuló számára témák tekintetében releváns, nyelvezete szempontjából pedig nyelvi szintjének megfelelő (Braun, 2006;Kennedy-Miceli, 2010, 2017, a pedagógiai korpuszok jellemzőinek részletes tárgyalásért ld. Szita, 2020Szita, , 2021. ...
... Harmadrészt a pedagógiai korpuszokban található megnyilatkozásokat a tanuló nyelvi modellként is használhatja saját nyelvi produktumainak megalkotásához (André, 2019;Kennedy-Miceli, 2010;Szita-Pelcz, 2017). ...
... Cikkünkben a pedagógiai céllal készült élőbeszédkorpuszokra összpontosítunk. Ezeket a korpuszokat az különbözteti meg a nyelvészeti elemzés céljaira készült gyűjteményektől, hogy a korpusz tartalma a tanuló számára témák tekintetében releváns, nyelvezete szempontjából pedig nyelvi szintjének megfelelő (Braun, 2006;Kennedy-Miceli, 2010, a pedagógiai korpuszok jellemzőinek részletes tárgyalásért ld. Szita, 2020Szita, , 2021. ...
A tanulmány a pedagógiai céllal készült élőnyelvi korpuszokban vizsgálja a közös diskurzusépítés stratégiáit. Ehhez három különböző nyelvű (magyar, angol, francia) interjúkorpuszt használ, bizonyítva, hogy ezekben az alacsonyabb nyelvi szintre (A1/B1) készült korpuszokban is nagy számban előfordulnak a közös diskurzusépítés fontosabb stratégiái. Arra is kitérünk, hogy a gondosan strukturált interjúkorpuszok előnye, hogy a diák tematikusan behatárolt, nyelvileg adekvát, vagyis jól értelmezhető szövegeket tanulmányozhat, ezekben figyelheti meg a mindennapi kommunikáció fenntartásához, továbbviteléhez szükséges elemeket. Mivel ezek az elemeket több szövegben is ismétlődnek, a tanuló képet kap arról, mely elemek jellemzők az interjúalany sajátos nyelvhasználatára, és melyek tartoznak a nagyobb nyelvi közösség tipikus diskurzusépítési stratégiáihoz.
... Researchers put forward that information technology tools and collaboration can have an important role in the promotion of student engagement (Laird & Kuh, 2005;Thurmond & Wambach, 2004). Some other factors such as competency in technology use are identified that might affect students' utilization of technology for learning (Kennedy & Miceli, 2010), self-directedness, and time-management skills (Ko & Rossen, 2010;Roper, 2007). This discussion leads to the conclusion that the technological competencies of the students can play a role in enhancing and overall learning of the students and hence the mediating role of technological competencies needs to be explored further. ...
During the COVID-19 pandemic period of almost two years, online teaching was adopted by Higher Educational Institutes (HEIs) mostly as an emergency measure to maintain endurance in teaching-learning activities in academics. Although a lot of research works have focussed on the teaching-learning strategies deployed during the pandemic period, the post-pandemic era remains rather unexplored with formal attempts. The objective of this study is to perform a post-pandemic analysis of online teaching on the students’ learning and their academic performance. For the first time for the post-pandemic analysis, a novel and formal theoretical model is proposed, designed, developed, and tested by using the survey method comprising six constructs, Confirmatory Factor Analysis (CFA) and path analysis with Structural Equation Modelling (SEM). This quantitative research was conducted for the students of (HEIs) who have experienced e-teaching using digital technologies. The main contributions of the paper include the findings for (a) improving the scenario of online teaching-learning from the students’ learning perspective (b) enlightening teachers on understanding the students’ behaviour better and accordingly aligning their teaching approaches, and (c) planning of evaluations for enhancing the academic performance of the students. This research will provide the future directions to the technology-mediated teaching-learning.
... The task type is the most crucial consideration since the DDL approach cannot be utilized to effectively address all writing challenges. In earlier research, DDL has been implemented to teach linking adverbs (Boulton, 2009;Cotos, 2014;Larsen-Walker, 2017) to support students in coming up with new ideas and writing creatively (Kennedy & Miceli, 2010;Römer, 2011Römer, , 2019Vyatkina, 2016a, b), to correct word choice and word form errors (Crosthwaite, 2017;Lee et al., 2019;Lin & Lee, 2015;Luo, 2016, to identify synonym adjectives and address the issue of students overusing general adjectives (Yeh et al., 2007;Thongpan, 2022), and to teach collocation knowledge to assist students in producing more precise and sophisticated language patterns (Thomas, 2015;Vyatkina, 2016b). However, given a large number of studies (such as Gaskell & Cobb 2004;Chambers and O'Sullivan 2004;O'Sullivan & Chambers 2006;Tono et al., 2014;Reynolds, 2015a;Saeedakhtar et al., 2020;Zhu, 2021) that concentrated on error-correction or self-editing in writing, it appears that error-correction is the most adequate task for DDL. ...
... Gilmore 2009;Tono et al., 2014;Yoon, 2008;Yoon & Hirvela, 2004) chose general corpora as reference sources for DDL activities. Others, like Ackerley (2021), Birhan et al., (2021), Chang (2014), Kennedy and Miceli (2010), Larsen-Walker (2017), Lee & Swales (2006), Nesi & Gardner (2018), Samoudi and Modirkhamene (2020), Sun and Hu (2020) and Zhu (2021) preferred to employ specific corpora in academic writing since they typically contain more useful material about the genres and fields in which L2 students must write. ...
Data-driven learning (DDL) has been demonstrated to be an operative strategy for assisting learners to handle a range of writing-related problems. Several studies have been conducted to compare the pedagogical effectiveness of DDL in English as a foreign language (EFL) writing. However, only a few studies have identified key factors that may affect learning outcomes when designing DDL activities. To bridge this gap, the present study looked at the medium-term effects of DDL activities in EFL writing. A pre-post quasi-experimental research design and semi-structural interviews were arranged to collect data from 64 Arab EFL undergraduate students. The DDL was carried out with the aid of BNCweb and offered the assessment of the findings by contrasting the efficiency of BNCweb with that of Sketch Engine, which is employed as a reference tool by EFL learners. The quantitative results showed that the experimental group’s use of BNCweb inspired their writing to be more fluid and consistent in the posttest as compared to the control group, which employed the Sketch Engine tool. However, no significant difference was detected between the groups in writing intricacy. The qualitative results indicated that students had positive attitudes toward using BNCweb, despite the challenges of implementing corpora in the writing process. It was recommended that integrating corpora with other types of reference sources would be a viable solution to overcome any potential obstacles for EFL learners.
