Cover not available

Article published In: Corpus Linguistics and Education in Australia
Edited by Alexandra Garcia Murrago, Peter Crosthwaite and Monika Bednarek
[Australian Review of Applied Linguistics 43:2] 2020
► pp. 169–195

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Taking DDL online

Designing, implementing and evaluating a SPOC on data-driven learning for tertiary L2 writing

 | University of Queensland
Published online: 3 July 2020
DOI logo with link
https://doi.org/10.1075/aral.00031.cro
Abstract
This paper describes the rationale, design and implementation of a short private online course (SPOC) on data-driven learning (DDL) (Johns, T. (1991). Should you be persuaded – two examples of data-driven learning materials. In T. Johns & P. King (Eds.), Classroom concordancing. English Language Research Journal, 41, 1–16. Birmingham, UK: Birmingham University Press.Google Scholar logo with link to Google Scholar), focusing on L2 error correction in postgraduate academic writing and involving over 300 registered users. I discuss the affordances of using a SPOC platform (namely EdX) for online DDL training, describing activities that cover a range of useful strategies for DDL-led error detection and correction. Learners’ usage of the SPOC platform and their quantitative and qualitative perceptions of the course are described for the reader. The paper also outlines certain conceptual and methodological challenges involved in taking DDL instruction online.
Article outline
  • 1.Introduction
    • 1.1Online DDL course structure
      • 1.1.1Module 1: Swapping your dictionary or translation website with corpora?
      • 1.1.2Module 2: Basic corpus functions / Understanding corpus output
      • 1.1.3Module 3: Using corpora to resolve lexical errors
      • 1.1.4Module 4: Grammatical errors
      • 1.1.5Module 5: Using corpora to understand disciplinary / register variation
      • 1.1.6Error correction reference sheet
  • 2.Method
  • 3.Results
    • 3.1Course completion
    • 3.2Post-course questionnaire
    • 3.3Post-course interviews
  • 4.Discussion
  • References
References (43)
References
Ädel, A. (2010). Using corpora to teach academic writing: Challenges for the direct approach. In M. Campoy-Cubillo, B. Belles-Fortuno, & M. Gea-Valor (Eds.), Corpus-based approaches to ELT (pp. 39–55). London: Continuum.Google Scholar logo with link to Google Scholar
Alsop, S., & Nesi, H. (2009). Issues in the development of the British Academic Written English (BAWE) corpus. Corpora, 4(1), 71–83. Google Scholar logo with link to Google Scholar
Baisa, V., & Suchomel, V. (2014, December). Skell: Web interface for English language learning. In Eighth workshop on recent advances in Slavonic natural language processing (pp. 63–70). Brno: Tribun EU.Google Scholar logo with link to Google Scholar
Bernardini, S. (2001). Corpora in the classroom: An overview and some reflections on future developments. In J. Sinclair (Ed.), How to use corpora in language teaching (pp. 15–36). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Bouchard, P. (2009). Some factors to consider when designing semi-autonomous learning environments. Electronic Journal of e-Learning, 7(2), 93–100.Google Scholar logo with link to Google Scholar
Boulton, A. (2009). Data-driven learning: Reasonable fears and rational reassurance. Indian Journal of Applied Linguistics, 35(1), 81–106.Google Scholar logo with link to Google Scholar
(2015). Applying data-driven learning to the web. In A. Leńko-Szymańska & A. Boulton (Eds.), Multiple affordances of language corpora for data-driven learning (pp. 267–329). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393. Google Scholar logo with link to Google Scholar
Carter, R. A., & McCarthy, M. J. (1995). Grammar and the spoken language. Applied Linguistics, 161, 141–158. Google Scholar logo with link to Google Scholar
Charles, M. (2007). Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Academic Purposes, 6(4), 289–302. Google Scholar logo with link to Google Scholar
Cobb, T. (1999). Applying constructivism: A test for the learner-as-scientist. Educational Technology Research & Development, 471, 15–33. [URL]
Conroy, M. A. (2010). Internet tools for language learning: University students taking control of their writing. Australasian Journal of Educational Technology, 26(6), 861–882. Google Scholar logo with link to Google Scholar
Crosthwaite, P. (2017). Retesting the limits of data-driven learning: Feedback and error correction. Computer-Assisted Language Learning, 30(6), 447–473. Google Scholar logo with link to Google Scholar
Crosthwaite, P., & Stell, A. (2019). “It helps me get ideas on how to use my words”: Primary school students’ initial reactions to corpus use in a private tutoring setting. In P. Crosthwaite (Ed.), Data driven learning for the next generation: Corpora and DDL for pre-tertiary learners (pp. 150–170). London: Routledge. Google Scholar logo with link to Google Scholar
Crosthwaite, P., Storch, N. & Schweinberger, M. (2020). Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution. Journal of Second Language Writing, 491, 100729. Google Scholar logo with link to Google Scholar
Crosthwaite, P., Wong, L. L. C., & Cheung, J. (2019). Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning. ReCALL, 31(3), 255–275. Google Scholar logo with link to Google Scholar
Hirata, E. (2019). The development of a multimodal corpus tool for young EFL learners: A case study on the integration of DDL in teacher education. In P. Crosthwaite (Ed.), Data driven learning for the next generation: Corpora and DDL for pre-tertiary learners (pp. 88–105). London: Routledge. Google Scholar logo with link to Google Scholar
Johns, T. (1991). Should you be persuaded – two examples of data-driven learning materials. In T. Johns & P. King (Eds.), Classroom concordancing. English Language Research Journal, 41, 1–16. Birmingham, UK: Birmingham University Press.Google Scholar logo with link to Google Scholar
Johns, T. F. (1997). Contexts: The background, development and trialling of a concordance-based CALL program. In A. Wichmann, S. Fligelstone, T. McEnery, & G. Knowles (Eds.), Teaching and language corpora (pp. 100–115). London, UK: Longman.Google Scholar logo with link to Google Scholar
Flowerdew, L. (2009). Applying corpus linguistics to pedagogy. International Journal of Corpus Linguistics, 14(3), 393–417. Google Scholar logo with link to Google Scholar
(2015). Data-driven learning and language learning theories: Wither the twain shall meet. In A. Lenko-Szymanska & A. Boulton (Eds.), Multiple affordances of language corpora for data-driven learning (pp. 15–36). (Studies in Corpus Linguistics, 69). Amsterdam: John Benjamins.Google Scholar logo with link to Google Scholar
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. Google Scholar logo with link to Google Scholar
Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 321, 301–319. Google Scholar logo with link to Google Scholar
Gatto, M. (2019). Query complexity and query refinement: Using web search from a corpus perspective with digital natives. In P. Crosthwaite (Ed.), Data driven learning for the next generation: Corpora and DDL for pre-tertiary learners (pp. 106–130). London: Routledge. Google Scholar logo with link to Google Scholar
Kennedy, C., & Miceli, T. (2010). Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource. Language Learning & Technology, 14(1), 28–44.Google Scholar logo with link to Google Scholar
(2017). Cultivating effective corpus use by language learners. Computer Assisted Language Learning, 30(1–2), p. 91–114. Google Scholar logo with link to Google Scholar
Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning, 12(3), 19–38. Google Scholar logo with link to Google Scholar
Lee, H., Warschauer, M., & Lee, J. H. (2019). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics, 40(5), 721–753. Google Scholar logo with link to Google Scholar
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Mason, R. (1989). An evaluation of CoSy on an Open University course. In R. Mason & A. Kaye (Eds.), Mindweave: Communication, computers and education (pp. 115–145). Oxford: Pergamon Press.Google Scholar logo with link to Google Scholar
McGarrell, H. M. (2015). Developing autonomy through awareness of textual features in academic texts. OLBI Working Papers, 71, 41–52. Google Scholar logo with link to Google Scholar
Pérez-Paredes, P., Sánchez-Tornel, M., Alcaraz Calero, J. M., & Jiménez, P. A. (2011). Tracking learners’ actual uses of corpora: Guided vs non-guided corpus consultation. Computer Assisted Language Learning, 24(3), 233–253. Google Scholar logo with link to Google Scholar
Phillips, C. (2009). Should we impeach armchair linguists. Japanese/Korean Linguistics, 171, 49–64.Google Scholar logo with link to Google Scholar
Quinn, C. (2015). Training L2 writers to reference corpora as a self-correction tool. ELT Journal, 69(2), 165–177. Google Scholar logo with link to Google Scholar
Römer, U. (2009). Corpus research and practice: What help do teachers need and what can we offer? In K. Aijmer (Ed.), Corpora and language teaching (pp. 83–98). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. Google Scholar logo with link to Google Scholar
Shaw, M., Burrus, S., & Ferguson, K. (2016). Factors that influence student attrition in online courses. Online Journal of Distance Learning Administration, 19(3), 211–231.Google Scholar logo with link to Google Scholar
Siemens, G., & Downes, S. (2009). Connectivism & connected knowledge. Retrieved from [URL]
Sun, Y. (2003). Learning processes strategies and web-based concordances: A case study. British Journal of Educational Technology, 34(5), 601–613. Google Scholar logo with link to Google Scholar
Tono, Y., Satake, Y., & Miura, A. (2014). The effects of using corpora on revision tasks in L2 writing with coded error feedback. ReCALL, 26(2), 147–162. Google Scholar logo with link to Google Scholar
Weller, M. (2007). Virtual learning environments: Using, choosing, and developing your VLE. Abingdon: Routledge. Google Scholar logo with link to Google Scholar
Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 131, 257–283. Google Scholar logo with link to Google Scholar
Yoon, H., & Jo, J. (2014). Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing. Language Learning & Technology, 18(1), 96–117.Google Scholar logo with link to Google Scholar
Cited by (26)

Cited by 26 other publications

Casal, J. Elliott & Matt Kessler
2025. Genre Awareness and Data-Driven Learning. In The Palgrave Encyclopedia of Computer-Assisted Language Learning, ► pp. 1 ff. DOI logo
Dehghan, Amin
2025. Empowering Autonomy in Language Learning: The Transformative Potential of Data-Driven Learning (DDL) in Higher Education. In Emancipatory Education Without Boundaries in the Age of Neoliberalism, Artificial Intelligence and Digital Learning Platforms, ► pp. 195 ff. DOI logo
Emir, Gamze & Nesli Çiğdem Saral
2025. Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review. Participatory Educational Research 12:2 ► pp. 1 ff. DOI logo
Goulart, Larissa
2025. Integrating Corpora and Data-Driven Learning into Lesson Planning. In The Palgrave Encyclopedia of Computer-Assisted Language Learning, ► pp. 1 ff. DOI logo
Mahmoudi-Gahrouei, Vahid, Mariusz Kruk & Samira Atefi Boroujeni
2025. Turn over a new leaf: classroom concordancing and L2 boredom among high school EFL learners. Computer Assisted Language Learning ► pp. 1 ff. DOI logo
Wang, Ling & Guochu Liang
2025. Data-Driven Teaching and Learning Effect Evaluation in Online Education. International Journal of Web-Based Learning and Teaching Technologies 20:1 ► pp. 1 ff. DOI logo
Yang, Yiyang, Hulin Ren & Michael Flor
2025. The efficacy of the corpus-based error correction method on revision in writing classrooms. PLOS ONE 20:3 ► pp. e0317574 ff. DOI logo
Zare, Javad, Azadeh Emadi, Mostafa Azari Noughabi & Fatemeh Ranjbaran Madiseh
2025. Data-driven learning focus-on-form tasks and strategy use: An intervention study. Learning and Individual Differences 120 ► pp. 102673 ff. DOI logo
Zare, Javad & Fatemeh Ranjbaran Madiseh
2025. Personalized L2 argumentative writing Instruction through GenAI-enhanced corpus-based language pedagogy: an intervention study. Computer Assisted Language Learning ► pp. 1 ff. DOI logo
Şimşek-Rackelmann, Tuğba & Marcus Callies
2025. In-service language teachers’ familiarity with corpora: Are they mere acquaintances or close friends?. Australian Review of Applied Linguistics DOI logo
Chung, Tieu Thuy, Peter Crosthwaite, Cam Thi Hong Cao & Carolina Tavares de Carvalho
2024. Walking the Walk? (Mis)alignment of EFL Teachers' Self‐Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus‐Based Language Pedagogy. TESOL Quarterly 58:3 ► pp. 1046 ff. DOI logo
Crosthwaite, Peter & Vít Baisa
2024. A user-friendly corpus tool for disciplinary data-driven learning. International Journal of Corpus Linguistics 29:4 ► pp. 595 ff. DOI logo
Crosthwaite, Peter & Brett Steeples
2024. Data-driven learning with younger learners: exploring corpus-assisted development of the passive voice for science writing with female secondary school students. Computer Assisted Language Learning 37:5-6 ► pp. 1166 ff. DOI logo
Hsu, Hsiao-Ling, Shu-Li Lai & Hao-Jan Howard Chen
2024. Examining in-service senior high school English teachers’ perspectives on corpus use and the effects of corpus training. Applied Corpus Linguistics 4:3 ► pp. 100116 ff. DOI logo
Ma, Qing, Rui (Eric) Yuan, Lok Ming Eric Cheung & Jing Yang
2024. Teacher paths for developing corpus-based language pedagogy: a case study. Computer Assisted Language Learning 37:3 ► pp. 461 ff. DOI logo
Oliver, Rhonda, Honglin Chen & Sender Dovchin
2024. Review of selected research in applied linguistics published in Australia (2015–2022). Language Teaching 57:3 ► pp. 341 ff. DOI logo
Crosthwaite, Peter, Luciana & David Wijaya
2023. Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL. Computer Assisted Language Learning 36:7 ► pp. 1392 ff. DOI logo
Lyu, Ying & Ziman Han
2023. Applying data-driven learning in self-translation of academic discourse: A case study of a Chinese medical student. Frontiers in Psychology 14 DOI logo
Yu, Xiaoli & Veysel Altunel
2023. Data-Driven Learning for Foreign and Second Language Education in Diverse Contexts. In New Approaches to the Investigation of Language Teaching and Literature [Advances in Educational Technologies and Instructional Design, ], ► pp. 82 ff. DOI logo
Hu, Zhihai & Lili Zhu
2022. Learning Effect of College Students Under SPOC Mode Based on Data Analysis Technology of SPSS Software. In Signal and Information Processing, Networking and Computers [Lecture Notes in Electrical Engineering, 895], ► pp. 970 ff. DOI logo
Ma, Qing, Jinlan Tang & Shanru Lin
2022. The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration. Computer Assisted Language Learning 35:9 ► pp. 2731 ff. DOI logo
Yu, Lan, Jun Shen & Sheng Bin
2022. Analysis of the Correlation between Academic Performance and Learning Motivation in English Course under a Corpus-Data-Driven Blended Teaching Model. Scientific Programming 2022 ► pp. 1 ff. DOI logo
Lin, Ming Huei
2021. Effects of Data-Driven Learning on College Students of Different Grammar Proficiencies: A Preliminary Empirical Assessment in EFL Classes. Sage Open 11:3 DOI logo
Wang, Shan, Xin Xu, Fang Li, Haixia Fan, Eryang Zhao & Jie Bai
2021. Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19. BMC Medical Education 21:1 DOI logo
Wei, Wang, Li Yong-An, Ma Lun & Qu Qianqian
2021. 2021 International Conference on Big Data Analysis and Computer Science (BDACS), ► pp. 209 ff. DOI logo
Crosthwaite, Peter, Neomy Storch & Martin Schweinberger
2020. Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution. Journal of Second Language Writing 49 ► pp. 100729 ff. DOI logo

This list is based on CrossRef data as of 1 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue