The Application Of Indirect Data-driven Vocabulary Learning In EFL Classroom: A Quasi-experiment

Data-driven learning (DDL) is the teaching approach using corpora for language learning. It refers to "the use in the classroom of computer-generated concordances to get students to explore regularities of patterning in the target language, and the development of activities and exercises based on concordance output" (Johns,1991a). Although its teaching effects have been confirmed by many empirical studies, vocabulary in particular, DDL is still restricted to laboratory experiment and has yet to be widely accepted by teachers and students. Some researchers (Boulton,2010; Widdowson,1998) report that DDL activities have some drawbacks in practical application such as high cost, complicated operation, etc. Therefore, it is urgent to explore an effective way to successfully integrate DDL into classroom teaching.The author conducted an empirical research with indirect DDL treatment as the independent variable and students’test scores the dependent variable in an attempt to find an effective way to incorporate DDL into real classroom teaching. Nighty seven first-year university students in total (2 classes) participated in the research and most of them were of moderate-lower English proficiency. Besides, forty words were chosen as the target words from New Standard College English:An Integrated Course (Book 2). Students were divided into two groups. Students in the control group received traditional teaching treatment while those in the experimental group learned the target words under indirect DDL model. The whole experiment lasted 13 weeks. After the treatments, VKS (Vocabulary Knowledge Scale) and a quiz were employed to test students’ acquisition of the target words, a questionnaire to investigate students’ attitude towards DDL, and ILS (Index of Learning Styles) to survey their learning preferences.After data collection, the author analyzed the experimental data by using SPSS 16.0. The research drew the following conclusions:1) Judging from the results of post-test and delayed test, indirect DDL approach is significantly more effective than the traditional approach on vocabulary teaching and learning. Compared with the traditional teaching approach, the effects of DDL are mainly reflected in the acquisition of productive vocabulary knowledge, retention of vocabulary knowledge, and the cultivation of autonomous learning ability.2) In general, the students were favorable to the indirect DDL approach, agreeing that the approach was an effective method of vocabulary learning. In the meantime, they approved of the importance of teacher intervention in indirect DDL activities. Students also reported some difficulties while receiving indirect DDL treatment such as complicated analyzing procedure, unfamiliar words, etc.3) Not every student could get benefits from the indirect DDL approach. Although learning preferences failed to explain the variation since there was no significant correlation between four dimensions of learning styles and the variation, the results explained such variation to some degree.In the end, the author summarized three factors determining the successful application of DDL in classroom vocabulary teaching, including sufficient training to students, appropriate teacher intervention, and user-friendly interface. Some suggestions were also proposed for the subordinate researchers.