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A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom

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A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom. / Chen, M.; Flowerdew, J.
In: International Journal of Corpus Linguistics, Vol. 23, No. 3, 2018, p. 335-369.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Chen, M & Flowerdew, J 2018, 'A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom', International Journal of Corpus Linguistics, vol. 23, no. 3, pp. 335-369. https://doi.org/10.1075/ijcl.16130.che

APA

Chen, M., & Flowerdew, J. (2018). A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom. International Journal of Corpus Linguistics, 23(3), 335-369. https://doi.org/10.1075/ijcl.16130.che

Vancouver

Chen M, Flowerdew J. A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom. International Journal of Corpus Linguistics. 2018;23(3):335-369. Epub 2018 Oct 29. doi: 10.1075/ijcl.16130.che

Author

Chen, M. ; Flowerdew, J. / A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom. In: International Journal of Corpus Linguistics. 2018 ; Vol. 23, No. 3. pp. 335-369.

Bibtex

@article{859721a00c0c4bd5a07c2271b5c3411b,
title = "A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom",
abstract = "Since the late 1980s, there has been a growing interest in the direct application of corpora, or data-driven learning (DDL), in language education. This relatively novel teaching approach has been particularly applied in the teaching and learning of English for Academic Purposes (EAP)/academic writing, especially since the turn of the century. This paper synthesizes and evaluates the research progress in the field of EAP/academic writing since the year 2000 by critically reviewing 37 empirical studies focussing on applications of DDL in this context. Based on the critical review and a discussion of some contentious issues, a set of five recommendations for the way forward in DDL research and practice for EAP/academic writing is presented. {\textcopyright} John Benjamins Publishing Company",
keywords = "Academic writing, English for academic purposes (EAP), Language teaching, Specialised corpora, Writing pedagogy",
author = "M. Chen and J. Flowerdew",
year = "2018",
doi = "10.1075/ijcl.16130.che",
language = "English",
volume = "23",
pages = "335--369",
journal = "International Journal of Corpus Linguistics",
issn = "1384-6655",
publisher = "John Benjamins Publishing Company",
number = "3",

}

RIS

TY - JOUR

T1 - A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom

AU - Chen, M.

AU - Flowerdew, J.

PY - 2018

Y1 - 2018

N2 - Since the late 1980s, there has been a growing interest in the direct application of corpora, or data-driven learning (DDL), in language education. This relatively novel teaching approach has been particularly applied in the teaching and learning of English for Academic Purposes (EAP)/academic writing, especially since the turn of the century. This paper synthesizes and evaluates the research progress in the field of EAP/academic writing since the year 2000 by critically reviewing 37 empirical studies focussing on applications of DDL in this context. Based on the critical review and a discussion of some contentious issues, a set of five recommendations for the way forward in DDL research and practice for EAP/academic writing is presented. © John Benjamins Publishing Company

AB - Since the late 1980s, there has been a growing interest in the direct application of corpora, or data-driven learning (DDL), in language education. This relatively novel teaching approach has been particularly applied in the teaching and learning of English for Academic Purposes (EAP)/academic writing, especially since the turn of the century. This paper synthesizes and evaluates the research progress in the field of EAP/academic writing since the year 2000 by critically reviewing 37 empirical studies focussing on applications of DDL in this context. Based on the critical review and a discussion of some contentious issues, a set of five recommendations for the way forward in DDL research and practice for EAP/academic writing is presented. © John Benjamins Publishing Company

KW - Academic writing

KW - English for academic purposes (EAP)

KW - Language teaching

KW - Specialised corpora

KW - Writing pedagogy

U2 - 10.1075/ijcl.16130.che

DO - 10.1075/ijcl.16130.che

M3 - Journal article

VL - 23

SP - 335

EP - 369

JO - International Journal of Corpus Linguistics

JF - International Journal of Corpus Linguistics

SN - 1384-6655

IS - 3

ER -