Cover not available

In:Beyond Concordance Lines: Corpora in language education
Edited by Pascual Pérez-Paredes and Geraldine Mark
[Studies in Corpus Linguistics 102] 2021
► pp. 149–176

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

Chapter 7
Exploring the impact of data-driven learning in extensive reading

ORCiD logo with link | Niigata University
 | Niigata University
Published online: 22 December 2021
DOI logo with link
https://doi.org/10.1075/scl.102.07had
Abstract
While much of the research into the efficacy of data-driven learning (DDL) has focused on productive skills such as writing, less attention has been on how DDL affects receptive skills, such as reading. This chapter presents a four-year mixed-methods study, which investigates the impact of DDL on the extensive reading (ER) proficiency of second language learners in a Japanese national university. Conducted in three stages and under a wide range of class conditions, this study concludes that explicit forms of DDL are most successful with small groups and one-to-one instruction, where personal feedback and less pressure are key. Implicit forms of DDL tend to work best with larger class sizes, where it results in faster reading speeds and in greater amounts of material read.
Article outline
  • Introduction
  • Key concepts and approaches
    • Data-driven learning
    • Extensive reading
    • Pairing DDL with ER
    • A mixed methods approach
  • Background of the study
    • Setting
    • Participants
    • Materials
  • Methodology
  • Analysis
    • Stage one (Hadley and Charles, 2017)
    • Stage two (Hadley and Hadley, 2018)
    • Stage three
  • Discussion
  • Conclusion
  • Note
  • References
  • Appendix
References (74)
References
Al-Homoud, F., & Schmitt, N. (2009). Extensive reading in a challenging environment: A comparison of extensive and intensive reading approaches in saudi arabia. Language Teaching Research, 13(4), 383–401. Google Scholar logo with link to Google Scholar
Allan, R. (2009). Can a graded reader corpus provide ‘authentic’ input? ELT Journal, 63(1), 23–32. Google Scholar logo with link to Google Scholar
Anthony, L. (2019a). Antconc. (Version 3.5.8, Macintosh OS X). Waseda University.Google Scholar logo with link to Google Scholar
(2019b). Tools and strategies for data-driven learning (ddl) in the eap writing classroom. In K. Hyland & L. Wong (Eds.), Specialised english: New directions in esp and eap research and practice (pp. 179–194). Routledge. Google Scholar logo with link to Google Scholar
Bernardini, S. (2000). Systematising serendipity: Proposals for concordancing large corpora with language learners. In L. Burnard & T. McEnery (Eds.), Rethinking language pedagogy from a corpus perspective (pp. 225–234). Peter Lang.Google Scholar logo with link to Google Scholar
(2004). 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). John Benjamins. Google Scholar logo with link to Google Scholar
Bieri, T. (2015). Er definitions and practice: Instructor voices. Extensive Reading in Japan, 8.1 (May), 4–6.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
(2012). Computer corpora in language learning: Dst approaches to research. Mélanges CRAPEL, Centre de Recherches et d’Applications Pédagogiques en Langues, 33, 79–91.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
Braun, S. (2007). Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19(03), 307–328. Google Scholar logo with link to Google Scholar
Bryan, S. (2011). Extensive reading, narrow reading and second language learners: Implications for libraries. The Australian Library Journal, 60(2), 113–122. Google Scholar logo with link to Google Scholar
Chang, A. C.-S., & Millett, S. (2017). Narrow reading: Effects on efl learners’ reading speed, comprehension, and perceptions. Reading in a Foreign Language, 29(1), 1–19.Google Scholar logo with link to Google Scholar
Chen, M., & Flowerdew, J. (2018). Introducing data-driven learning to phd students for research writing purposes: A territory-wide project in hong kong. English for Specific Purposes, 50, 97–112. Google Scholar logo with link to Google Scholar
Coccetta, F. (2011). Multimodal functional-notational concordancing. In A. Frankenberg-Garcia, L. Flowerdew, & G. Aston (Eds.), New trends in corpora and language learning (pp. 121–138). Continuum.Google Scholar logo with link to Google Scholar
Creamer, E. (2018). An introduction to fully integrated mixed methods research. Sage. Google Scholar logo with link to Google Scholar
Creswell, J. W., & Plano Clark, V. (2017). Designing and conducting mixed methods research (3rd ed.). Sage.Google Scholar logo with link to Google Scholar
Dao, T. N. (2014). Using internet resources for extensive reading in an efl context. Hawaii Pacific University TESOL Working Paper Series, 12, 72–95.Google Scholar logo with link to Google Scholar
Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14, 136–141.Google Scholar logo with link to Google Scholar
(2004). Extensive reading in the second language classroom. Cambridge University Press.Google Scholar logo with link to Google Scholar
Doughty, C. 2003. Instructed SLA: Constraints, Compensation, and Enhancement. In C. Doughty & M. Long (eds.), The Handbook of Second Language Research, 256–310. Malden and Oxford: Blackwell Publishing. Google Scholar logo with link to Google Scholar
Edge, J. (Ed.). (2001). Action research. TESOL.Google Scholar logo with link to Google Scholar
Fetters, M., & Molina-Azorin, J. (2017). The journal of mixed methods research starts a new decade: The mixed methods research integration trilogy and its dimensions. Journal of Mixed Methods Research, 11(3), 291–307. Google Scholar logo with link to Google Scholar
Fielding, N. (2008). Analytic density, postmodernims, and applied multiple method research. In M. Bergman (Ed.), Advances in mixed methods research: Theories and applications (pp. 37–54). Sage.Google Scholar logo with link to Google Scholar
Gabrielatos, C. (2005). Corpora and language teaching: Just a fling, or wedding bells? TESL-EJ: The Electronic Journal for English as a Second Language, 8(4), 1–37. Retrieved from [URL]
Gaynor, B. (2014). From language policy to pedagogic practice: Elementary school english in japan. In S. Rich (Ed.), International perspectives on teaching english to young learners (pp. 66–84). Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Gilquin, G., & Granger, S. (2010). How can data-driven learning be used in language teaching? In A. O’Keefe & M. McCarthy (Eds.), The routledge handbook of corpus linguistics (pp. 359–370). Routledge.Google Scholar logo with link to Google Scholar
Gordani, Y. (2013). The effect of the integration of corpora in reading comprehension classrooms on english as a foreign language learners’ vocabulary development. Computer Assisted Language Learning, 26(5), 430–445. Google Scholar logo with link to Google Scholar
Grabe, W., & Stoller, F. (2013). Teaching and researching reading (2nd ed.). Routledge. Google Scholar logo with link to Google Scholar
Hadley, G. (2002). An introduction to data-driven learning. RELC journal, 33(2), 99–124. Google Scholar logo with link to Google Scholar
(2015). English for academic purposes in neoliberal universities: A critical grounded theory. Springer.Google Scholar logo with link to Google Scholar
(2018, 26 November). Ddl and extensive reading: An inclusive approach. Japan Association of Language Teachers (JALT), Shizuoka Convention & Arts Center, Japan.Google Scholar logo with link to Google Scholar
Hadley, G., & Charles, M. (2017, 18 March). Data-driven learning with extensive reading: Language gains and affective responses American Association of Applied Linguistics, Portland, OR.Google Scholar logo with link to Google Scholar
Hadley, G. (Ed.). (2003). Action research in action. RELC.Google Scholar logo with link to Google Scholar
Hadley, G., & Hadley, H. (2017, 30 September). Investigating the impact of extensive reading with data-driven learning Japan Association for English Corpus Studies, Kwansei Gakuin University, Japan.Google Scholar logo with link to Google Scholar
(2018, 19 July). Investigating data-driven learning with receptive skills: A contemporary approach. Presented at Teaching and Language Corpora, University of Cambridge, UK.
Harumi, S. (2010). Classroom silence: Voices from japanese efl learners. ELT Journal, 65(3), 260–269. Google Scholar logo with link to Google Scholar
Hashimoto, K. (2009). Cultivating “japanese who can use english”: Problems and contradictions in government policy. Asian Studies Review, 33(1), 21–42. Google Scholar logo with link to Google Scholar
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109–131. Google Scholar logo with link to Google Scholar
Hirata, Y., & Hirata, Y. (2015). Data-driven learning and semi-structured interviews in tertiary language education in japan. International Journal of Innovation and Learning, 18(3), 313–332. Google Scholar logo with link to Google Scholar
Huang, Z. (2014). The effects of paper-based ddl on the acquisition of lexico-grammatical patterns in l2 writing. ReCALL, 26(2), 163–183. Google Scholar logo with link to Google Scholar
Johns, T. (1991). Should you be persuaded – Two examples of data-driven learning materials. English Language Research Journal, 4(1–16).Google Scholar logo with link to Google Scholar
(1994). From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. In T. Odlin (Ed.), Perspectives on pedagogical grammar (pp. 293–313). Cambridge University Press. Google Scholar logo with link to Google Scholar
Kelly, C. (2017). The brain studies boom: Using neuroscience in esl/efl teacher training. In T. Gregersen & P. MacIntyre (Eds.), Innovative practices in language teaching education (pp. 79–102). Springer. Google Scholar logo with link to Google Scholar
Kelly, L. (1969). 25 centuries of language teaching. Newbury House.Google Scholar logo with link to Google Scholar
Klein-Braley, C., & Raatz, U. (1984). A survey of research on the c-test. Language Testing, 1, 134–146. Google Scholar logo with link to Google Scholar
Kroll, T., & Neri, M. (2009). Designs for mixed methods research. In S. Andrew & E. Halcomb (Eds.), Mixed methods research for nursing and the health sciences (pp. 31–49). Wiley-Blackwell. Google Scholar logo with link to Google Scholar
Lassegard, J. (2016). Educational diversification strategies: Japanese universities’ efforts to attract international students. In C.-h. C. Ng, R. Fox, & M. Nakano (Eds.), Reforming learning and teaching in asia-pacific universities: Influences of globalised processes in Japan, Hong Kong and Australia (pp. 47–75). Springer. Google Scholar logo with link to Google Scholar
Laufer, B. (2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review, 59(4), 567–587. Google Scholar logo with link to Google Scholar
Leech, G. (1997). Teaching and language corpora: A convergence. In A. Wichmann, S. Fligelstone, T. McEnery, & G. Knowles (Eds.), Teaching and langauge corpora (pp. 1–24). Routledge.Google Scholar logo with link to Google Scholar
Loschky, L. 1994. Comprehensible Input and Second Language Acquisition: What is the Relationship? Studies in Second Language Acquisition 16(3). 303–323. Google Scholar logo with link to Google Scholar
Mason, J. (2006). Mixing methods in a qualitatively driven way. Qualitative Research, 6(1), 9–25. Google Scholar logo with link to Google Scholar
Min, H.-T. (2008). Efl vocabulary acquisition and retention: Reading plus vocabulary enhancement activities and narrow reading. Language Learning, 58(1), 73–115. Google Scholar logo with link to Google Scholar
Nagatomo, D. (2016). Identity, gender and teaching english in japan. Multilingual Matters. Google Scholar logo with link to Google Scholar
Nation, P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 9–13.Google Scholar logo with link to Google Scholar
Nishino, T., & Watanabe, M. (2008). Communication-oriented policies versus classroom realities in japan. TESOL Quarterly, 42(1), 133–138. Google Scholar logo with link to Google Scholar
Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18, 1–28.Google Scholar logo with link to Google Scholar
Piller, I., & Takahashi, K. (2006). A passion for english: Desire and the language market. In A. Pavlenko (Ed.), Bilingual minds: Emotional experience, expresssion and representation (pp. 34–58). Multilingual Matters. Google Scholar logo with link to Google Scholar
Polezzi, L. (1993). Concordancing and the teaching of ab initio italian language for specific purposes. ReCALL, 5(9), 14–18. Google Scholar logo with link to Google Scholar
Quan, Z. (2016). Introducing “mobile ddl (data-driven learning)” for vocabulary learning: An experiment for academic english. Journal of Computers in Education, 3(3), 273–287. Google Scholar logo with link to Google Scholar
Quinn, E., Nation, I. S. P., Millett, S. et al. (2007). Asian and pacific speed readings for esl learners: Twenty passages written at the one thousand word level. University of Wellington, English Language Institute.Google Scholar logo with link to Google Scholar
Rose, H., & McKinley, J. (2018). Japan’s english-medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111–129. Google Scholar logo with link to Google Scholar
Sakamoto, M. (2012). Moving towards effective english language teaching in japan: Issues and challenges. Journal of Multilingual and Multicultural Development, 33(4), 409–420. Google Scholar logo with link to Google Scholar
Smiley, J., & Masui, M. (2008). Materials in japan: Coexisting traditions. In B. Tomlinson (Ed.), English language learning materials: A critical review (pp. 245–262). Bloomsbury.Google Scholar logo with link to Google Scholar
St. John, E. (2001). A case for using a parallel corpus and concordancer for beginners of a foreign langauge. Language Learning and Technology, 5(3), 185–203.Google Scholar logo with link to Google Scholar
Sun, Y.-C., & Wang, L.-Y. (2003). Concordancers in the efl classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83–94. Google Scholar logo with link to Google Scholar
Tashakkori, A., & Creswell, J. W. (2007). Editorial: The new era of mixed methods. Journal of Mixed Methods Research, 1(1), 3–7. Google Scholar logo with link to Google Scholar
Toh, G. (2012). Having english as a resource for multicultural understanding: Exploring possibilities in japanese elt. Journal of Multilingual and Multicultural Development, 33(3), 301–311. 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
Tomlinson, B. 2016. Achieving a Match Between SLA Theory and Materials Development. In B. Tomlinson (ed.), SLA Research and Materials Development for Language Learning, 3–22. New York: Routledge. Google Scholar logo with link to Google Scholar
Wallace, M. (1998). Action research for language teachers. Cambridge University Press.Google Scholar logo with link to Google Scholar
Waring, R., & McLean, S. (2015). Defining extensive reading. Extensive Reading in Japan, 8.1(May), 7.Google Scholar logo with link to Google Scholar
Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2), 130–163.Google Scholar logo with link to Google Scholar
Cited by (4)

Cited by four other publications

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
Hadley, Gregory
2025. Reading and Data-Driven Learning. In The Palgrave Encyclopedia of Computer-Assisted Language Learning, ► pp. 1 ff. DOI logo
Hadley, Gregory & Hiromi Hadley
2024. Applications of Grounded Theory in the field of Extensive Reading. In Less Frequently Used Research Methodologies in Applied Linguistics [Research Methods in Applied Linguistics, 6], ► pp. 149 ff. DOI logo
Curado Fuentes, Alejandro
2023. Corpus Affordances in Foreign Language Reading Comprehension. In Demystifying Corpus Linguistics for English Language Teaching, ► pp. 99 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