Effects of DDL technology on genre learning

Repository record updated on:

Oct. 26, 2018, 10:03 p.m.

Database record updated on:

Feb. 15, 2022, 4:37 a.m.

Last Harvested on:

Feb. 15, 2022, 4:37 a.m.

bitstream:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/4970b50a-e32e-4db0-8612-13b09ac134ef/download', '21_03_cotoslinkhuffman.pdf']]

bitstream_txt:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/edb1f7e2-62f2-4b14-9f50-dc77e67956db/download', 'full_text']]

collection:

Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

contributor.author:

Cotos, Elena Link, Stephanie Huffman, Sarah

date.accessioned:

2018-01-29T20:49:26Z

date.available:

2018-01-29T20:49:26Z

date.issued:

2017-10-01

description.abstract:

To better understand the promising effects of data-driven learning (DDL) on language learning processes and outcomes, this study explored DDL learning events enabled by the Research Writing Tutor (RWT), a web-based platform containing an English language corpus annotated to enhance rhetorical input, a concordancer that was searchable for rhetorical functions, and an automated writing evaluation engine that generated rhetorical feedback. Guided by current approaches to teaching academic writing (Lea & Street, 1998; Lillis, 2001; Swales, 2004) and the knowledge-telling/knowledge-transformation model of Bereiter and Scardamalia (1987), we set out to examine whether and how direct corpus uses afforded by RWT impact novice native and non-native writers’ genre learning and writing improvement. In an embedded mixed-methods design, written responses to DDL tasks and writing progress from first to last drafts were recorded from 23 graduate students in separate one-semester courses at a US university. The qualitative and quantitative data sets were used for within-student, within-group, and between-group comparisons—the two independent variables for the latter being course section and language background. Our findings suggest that exploiting technology-mediated corpora can foster novice writers’ exploration and application of genre conventions, enhancing development of rhetorical, formal, and procedural aspects of genre knowledge.

description.provenance:

Made available in DSpace on 2018-01-29T20:49:26Z (GMT). No. of bitstreams: 1 21_03_cotoslinkhuffman.pdf: 1272477 bytes, checksum: c199373ccc810779eee0493e1a2eb63c (MD5) Previous issue date: 2017-10-01

endingpage:

130

identifier.citation:

Cotos, E., Link, S., & Huffman, S. (2017). Effects of technology on genre learning. Language Learning & Technology, 21(3), 104–130. Retrieved from http://llt.msu.edu/issues/october2017/cotoslinkhuffman.pdf

identifier.issn:

1094-3501 1094-3501

identifier.uri:

http://hdl.handle.net/10125/44623

number:

3

publicationname:

Language Learning & Technology

publisher:

University of Hawaii National Foreign Language Resource Center Michigan State University Center for Language Education and Research

site_url:

/item/10125-44623/

startingpage:

104

subject:

DDL Disciplinary Corpus Genre Writing

title:

Effects of DDL technology on genre learning

type:

Article

type.dcmi:

Text

volume:

21