Alrashidi, Reem
(2022)
The Effects of Data-Driven Learning on Intermediate Language Learners’ Use of Metadiscourse Markers in Argumentative Essay Writing (A Quasi-Experimental Study).
PhD thesis, University of Liverpool.
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Abstract
Recent years have witnessed increased research employing corpus applications in language pedagogy. Two main kinds of corpus applications exist in language pedagogy: indirect and direct. While the indirect use of corpus applications refers to corpus-based studies informing the syllabus design and material, the direct use of corpus applications, called data-driven learning (DDL), enables language teachers and learners to work with corpora in the classroom (Römer, 2011). Although research on DDL frequently investigates its effects on the use of metadiscourse markers by advanced language learners, scarce experimental research has examined its effects on the use of metadiscourse markers by intermediate language learners. Thus, this study investigates the influence of DDL intervention on the frequency of using metadiscourse markers by intermediate language learners. The study was conducted on 49 intermediate language learners with different L1 background studies in language centrers worldwide. The quasi-experimental research approach relies on an experimental group exposed to DDL intervention and a control group as a basis for the experiment. The quantitative data are from three sources: (1) the participants’ writing test scores over three periods (pretest, immediate posttest, and delayed posttest), representing their performance; (2) the participants’ frequency of using metadiscourse markers over these three periods; and (3) a questionnaire completed by the experimental group. Qualitative data were collected by interviewing the experimental group to obtain their feedback after their DDL experience. The participants’ test scores for the three tests were analysed using a two-way repeated-measure analysis of variance test. Their frequency of using metadiscourse markers over the three tests was analysed using corpus linguistics tools and manual analysis. The evaluation of DDL by the experimental group was analysed with NVivo software for the interviews and with percentages for the questionnaire. The results indicate that DDL positively affects the written performance of the experimental group and their frequency of using metadiscourse markers while writing. Statistically significant differences indicate that the experimental group achieved higher test scores than the control group. In addition, the participants demonstrated variety in employing metadiscourse markers in their written essays. The feedback from the experimental group regarding DDL indicated satisfaction with this experience. These results contributed to the direct corpus application in language pedagogy.
| Item Type: | Thesis (PhD) |
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| Divisions: | Faculty of Humanities and Social Sciences > School of the Arts |
| Depositing User: | Symplectic Admin |
| Date Deposited: | 27 Feb 2023 12:46 |
| Last Modified: | 27 Feb 2023 12:47 |
| DOI: | 10.17638/03168581 |
| Supervisors: |
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| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3168581 |
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