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Article published In: International Journal of Corpus Linguistics
Vol. 23:3 (2018) ► pp.335–369

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

 | Hong Kong Baptist University
 | Lancaster University | Birkbeck, University of London
Published online: 29 October 2018
DOI logo with link
https://doi.org/10.1075/ijcl.16130.che
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.
Article outline
  • 1.Introduction
  • 2.Search criteria, procedures, methods of analysis, and structure of the review
  • 3.Overview of the 37 studies
  • 4.Studies focussing on particular foci of teaching of DDL in the academic writing classroom
    • 4.1Studies focussing on learner self-correction of errors
    • 4.2More globally-focussed studies
    • 4.3Studies focusing on particular sub-sections and rhetorical functions of research papers and theses
    • 4.4Studies focussing on the teaching of academic vocabulary
  • 5.Contentious issues
  • 6.Conclusion
  • References
References (93)
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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
Zare, Javad & Khadijeh Aqajani Delavar
2023. A Data-driven Learning Focus on Form Approach to Academic English Lecture Comprehension. Applied Linguistics 44:3 ► pp. 485 ff. DOI logo
Zhao, Ke & Xiaojing Bai
2023. Linguistic, Cognitive, Social, and Educational Perspectives on English Academic Literacy Development in the Asia-Pacific. In International Handbook on Education Development in the Asia-Pacific, ► pp. 1327 ff. DOI logo
Zhao, Ke & Xiaojing Bai
2023. Linguistic, Cognitive, Social, and Educational Perspectives on English Academic Literacy Development in the Asia-Pacific. In International Handbook on Education Development in Asia-Pacific, ► pp. 1 ff. DOI logo
Şahin Kızıl, Aysel
2023. Data‐driven learning: English as a foreign language writing and complexity, accuracy and fluency measures. Journal of Computer Assisted Learning 39:4 ► pp. 1382 ff. DOI logo
Bal-Gezegin, Betül, Erdem Akbaş & Ahmet Başal
2022. “Corpus Made My Job Easier”: Preservice Language Teachers’ Corrective Feedback Practices in Writing with Corpus Consultation. In New Directions in Technology for Writing Instruction [English Language Education, 30], ► pp. 279 ff. DOI logo
Charles, Maggie
2022. The gap between intentions and reality: Reasons for EAP writers’ non-use of corpora. Applied Corpus Linguistics 2:3 ► pp. 100032 ff. DOI logo
Charles, Maggie
2022. EAP research in BALEAP 1975–2019: Past issues and future directions. Journal of English for Academic Purposes 55 ► pp. 101060 ff. DOI logo
Charles, Maggie
2024. Benefits and Challenges of Using Do‐it‐yourself Corpora for Academic Writing Development. TESOL Quarterly 58:3 ► pp. 1205 ff. DOI logo
Charles, Maggie & Gregory Hadley
2022. Autonomous corpus use by graduate students: A long-term trend study (2009–2017). Journal of English for Academic Purposes 56 ► pp. 101095 ff. DOI logo
Du, Jianying, Weiping Li & Qiong Li
2022. Who Are We, What Can We Do, and What Do We Think? Review on EAP Teacher Development. Chinese Journal of Applied Linguistics 45:4 ► pp. 532 ff. DOI logo
Frankenberg-Garcia, Ana, Paula Tavares Pinto, Ana Eliza Pereira Bocorny & Simone Sarmento
2022. Corpus-aided EAP writing workshops to support international scholarly publication. Applied Corpus Linguistics 2:3 ► pp. 100029 ff. DOI logo
Poole, Robert
2022. “Corpus can be tricky”: revisiting teacher attitudes towards corpus-aided language learning and teaching. Computer Assisted Language Learning 35:7 ► pp. 1620 ff. DOI logo
Raitskaya, Lilia & Elena Tikhonova
2022. An In-Depth Glimpse into Research on Academic Writing. Journal of Language and Education 8:2 ► pp. 5 ff. DOI logo
Yan, Hengbin
2022. Data-Driven Smart e-Learning for English for Specific Purposes. In Smart Education and e-Learning - Smart Pedagogy [Smart Innovation, Systems and Technologies, 305], ► pp. 151 ff. DOI logo
Zare, Javad & Sedigheh Karimpour
2022. Classroom Concordancing and Second Language Motivational Self-System: A Data-Driven Learning Approach. Frontiers in Psychology 13 DOI logo
Zare, Javad, Sedigheh Karimpour & Khadijeh Aqajani Delavar
2022. The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning. System 109 ► pp. 102891 ff. DOI logo
Zare, Javad, Sedigheh Karimpour & Khadijeh Aqajani Delavar
2023. Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning. Computer Assisted Language Learning 36:5-6 ► pp. 885 ff. DOI logo
Boulton, Alex
2021. Research in data-driven learning. In Beyond Concordance Lines [Studies in Corpus Linguistics, 102], ► pp. 9 ff. DOI logo
Li, Yongyan
2021. Teaching research writing in education: Practice and reflection. International Journal of English for Academic Purposes: Research and Practice 2021:Autumn ► pp. 191 ff. DOI logo
Liao, Han-Teng & Tao Guo
2021. 2021 2nd International Conference on Artificial Intelligence and Education (ICAIE), ► pp. 192 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
Liu, Tanjun
2021. Data-driven learning. In Beyond Concordance Lines [Studies in Corpus Linguistics, 102], ► pp. 177 ff. DOI logo
Schaeffer‐Lacroix, Eva
2021. Integrating corpus‐based audio description tasks into an intermediate‐level German course. International Journal of Applied Linguistics 31:2 ► pp. 173 ff. DOI logo
Li, Yongyan & John Flowerdew
2020. Teaching English for Research Publication Purposes (ERPP): A review of language teachers’ pedagogical initiatives. English for Specific Purposes 59 ► pp. 29 ff. DOI logo
Liou, Hsien-Chin & Tzu-Wei Yang
2020. Data-Driven Learning at the English Drafting Stage. In New Technological Applications for Foreign and Second Language Learning and Teaching [Advances in Educational Technologies and Instructional Design, ], ► pp. 282 ff. DOI logo
Noguera-Díaz, Yolanda & Pascual Pérez-Paredes
2020. Teaching acronyms to the military: A paper-based DDL approach. Research in Corpus Linguistics 8:2 ► pp. 1 ff. DOI logo
Tatsenko, Nataliia, Vitalii Stepanov & Hanna Shcherbak
2020. CONCEPTUAL MODEL OF POLITICS IN AMERICAN ENGLISH. Humanities & Social Sciences Reviews 8:2 ► pp. 248 ff. DOI logo
Jeaco, Stephen
2019. Exploring Collocations with The Prime Machine. International Journal of Computer-Assisted Language Learning and Teaching 9:3 ► pp. 29 ff. DOI logo

This list is based on CrossRef data as of 12 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.

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