Using data-driven learning activities to improve lexical awareness in intermediate EFL learners

A large number of empirical studies have demonstrated the impact of lexical chunks on foreign language learning. However, reliable and efficient use of the lexical approach remains a problem. In this paper, a revised chunk teaching approach, based on Data-Driven Learning (DDL) activities and languag...

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Autor principal:	Liya Xue
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	lexical chunks lexical awareness ddl activities intermediate efl learners Education (General) L7-991
Acceso en línea:	https://doaj.org/article/09a9073dd28e40cba4c2f2e94e13acec
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spelling	oai:doaj.org-article:09a9073dd28e40cba4c2f2e94e13acec2021-11-04T15:00:45ZUsing data-driven learning activities to improve lexical awareness in intermediate EFL learners2331-186X10.1080/2331186X.2021.1996867https://doaj.org/article/09a9073dd28e40cba4c2f2e94e13acec2021-01-01T00:00:00Zhttp://dx.doi.org/10.1080/2331186X.2021.1996867https://doaj.org/toc/2331-186XA large number of empirical studies have demonstrated the impact of lexical chunks on foreign language learning. However, reliable and efficient use of the lexical approach remains a problem. In this paper, a revised chunk teaching approach, based on Data-Driven Learning (DDL) activities and language awareness theory, is proposed and tested. Taking an action research approach, the effects of DDL activities on increasing the lexical awareness of intermediate EFL learners were investigated. A 16-week course, using the teaching pattern of EIODI (Expose-Identify-Observe-Discover-Internalize) along with recognition and production tasks, was used to teach 158 intermediate EFL first-year university students. Quantitative questionnaire data from an in-class survey and a university course assessment survey revealed that the learners increased their awareness of lexical chunks and developed positive attitudes toward this approach. In addition, they reported a positive impact on their English proficiency; claims were supported by a statistical comparison of Finals for College English Course test scores for the two succeeding academic years. This research highlights the importance of increasing learners’ language awareness and using effective DDL activities.Liya XueTaylor & Francis Grouparticlelexical chunkslexical awarenessddl activitiesintermediate efl learnersEducation (General)L7-991ENCogent Education, Vol 8, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	lexical chunks lexical awareness ddl activities intermediate efl learners Education (General) L7-991
spellingShingle	lexical chunks lexical awareness ddl activities intermediate efl learners Education (General) L7-991 Liya Xue Using data-driven learning activities to improve lexical awareness in intermediate EFL learners
description	A large number of empirical studies have demonstrated the impact of lexical chunks on foreign language learning. However, reliable and efficient use of the lexical approach remains a problem. In this paper, a revised chunk teaching approach, based on Data-Driven Learning (DDL) activities and language awareness theory, is proposed and tested. Taking an action research approach, the effects of DDL activities on increasing the lexical awareness of intermediate EFL learners were investigated. A 16-week course, using the teaching pattern of EIODI (Expose-Identify-Observe-Discover-Internalize) along with recognition and production tasks, was used to teach 158 intermediate EFL first-year university students. Quantitative questionnaire data from an in-class survey and a university course assessment survey revealed that the learners increased their awareness of lexical chunks and developed positive attitudes toward this approach. In addition, they reported a positive impact on their English proficiency; claims were supported by a statistical comparison of Finals for College English Course test scores for the two succeeding academic years. This research highlights the importance of increasing learners’ language awareness and using effective DDL activities.
format	article
author	Liya Xue
author_facet	Liya Xue
author_sort	Liya Xue
title	Using data-driven learning activities to improve lexical awareness in intermediate EFL learners
title_short	Using data-driven learning activities to improve lexical awareness in intermediate EFL learners
title_full	Using data-driven learning activities to improve lexical awareness in intermediate EFL learners
title_fullStr	Using data-driven learning activities to improve lexical awareness in intermediate EFL learners
title_full_unstemmed	Using data-driven learning activities to improve lexical awareness in intermediate EFL learners
title_sort	using data-driven learning activities to improve lexical awareness in intermediate efl learners
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/09a9073dd28e40cba4c2f2e94e13acec
work_keys_str_mv	AT liyaxue usingdatadrivenlearningactivitiestoimprovelexicalawarenessinintermediateefllearners
_version_	1718444754625101824

Using data-driven learning activities to improve lexical awareness in intermediate EFL learners

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