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

Meilin CHEN*, John Flowerdew

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)335-369
Number of pages35
JournalInternational Journal of Corpus Linguistics
Volume23
Issue number3
DOIs
Publication statusPublished - 2018

Scopus Subject Areas

  • Language and Linguistics
  • Linguistics and Language

User-Defined Keywords

  • Academic writing
  • English for academic purposes (EAP)
  • Language teaching
  • Specialised corpora
  • Writing pedagogy

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