Effects of Data-Driven Learning on Writing Complexity, Accuracy, and Fluency (CAF) of Thai EFL Learners
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| Title: | Effects of Data-Driven Learning on Writing Complexity, Accuracy, and Fluency (CAF) of Thai EFL Learners |
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| Language: | English |
| Authors: | Punyapa Boontam, Supakorn Phoocharoensil |
| Source: | PASAA: Journal of Language Teaching and Learning in Thailand. 2024 68:229-271. |
| Availability: | Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1 |
| Peer Reviewed: | Y |
| Page Count: | 43 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Data Use, Difficulty Level, Accuracy, Language Fluency, Writing (Composition), Second Language Learning, Writing Workshops, Undergraduate Students, Student Attitudes |
| Geographic Terms: | Thailand |
| ISSN: | 0125-2488 2287-0024 |
| Abstract: | In recent years, there has been growing interest in the use of data-driven learning (DDL) in L2 writing instruction. This paper examined whether and to what extent DDL activities could enhance the writing complexity, accuracy, and fluency (CAF) of 30 Thai EFL learners. The presentation of DDL in this study was hands-on concordancing with the assistance of the Corpus of Contemporary American English (COCA). The study was held in the context of an English writing workshop focusing on opinion paragraphs, divided into two phases: four weeks for the pattern-hunting activities and two weeks for the pattern-refining activities. Applying the CAF Profile of Larsen-Freeman (2006), the pretest and posttest writings were analyzed. The results showed that DDL can enhance learners' writing lexical complexity, accuracy, and fluency, whereas no statistically significant evidence was found in terms of grammatical complexity. Furthermore, the results from the questionnaire and the interview indicated that the learners had positive attitudes towards DDL as a useful reference resource to enhance their vocabulary acquisition, refine their writing, revise their compositions, generate fresh ideas for writing, and boost their writing confidence. These findings underscore the potential of DDL as a pedagogical tool in L2 writing instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1436054 |
| Database: | ERIC |
| Abstract: | In recent years, there has been growing interest in the use of data-driven learning (DDL) in L2 writing instruction. This paper examined whether and to what extent DDL activities could enhance the writing complexity, accuracy, and fluency (CAF) of 30 Thai EFL learners. The presentation of DDL in this study was hands-on concordancing with the assistance of the Corpus of Contemporary American English (COCA). The study was held in the context of an English writing workshop focusing on opinion paragraphs, divided into two phases: four weeks for the pattern-hunting activities and two weeks for the pattern-refining activities. Applying the CAF Profile of Larsen-Freeman (2006), the pretest and posttest writings were analyzed. The results showed that DDL can enhance learners' writing lexical complexity, accuracy, and fluency, whereas no statistically significant evidence was found in terms of grammatical complexity. Furthermore, the results from the questionnaire and the interview indicated that the learners had positive attitudes towards DDL as a useful reference resource to enhance their vocabulary acquisition, refine their writing, revise their compositions, generate fresh ideas for writing, and boost their writing confidence. These findings underscore the potential of DDL as a pedagogical tool in L2 writing instruction. |
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| ISSN: | 0125-2488 2287-0024 |
