Does data-driven learning lead to better academic writing?

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dc.contributor Nelson, Robert N.
dc.contributor Lightfoot, Douglas
dc.contributor.advisor Liu, Dilin
dc.contributor.author Garner, James Robert
dc.date.accessioned 2017-03-01T14:38:38Z
dc.date.available 2017-03-01T14:38:38Z
dc.date.issued 2011
dc.identifier.other u0015_0000001_0000535
dc.identifier.other Garner_alatus_0004M_10683
dc.identifier.uri https://ir.ua.edu/handle/123456789/1040
dc.description Electronic Thesis or Dissertation
dc.description.abstract Over the past several decades, the TESOL community in general has seen an increase in the interest in the use of data-driven learning approaches. Most of these have focused on the acquisition of vocabulary items, including a wide range of information necessary for their correct usage. One type of vocabulary that has been investigated has been that used mostly in academic writing. However, there has been little empirical study into the acquisition and use of two types of vocabulary common in academic writing, linking adverbials and reporting verbs. In addition, most studies into data-driven learning and academic vocabulary acquisition have assumed that the acquisition of this vocabulary will automatically lead to better academic writing. However, there have been no studies which have confirmed these assumptions. This study will attempt to fill these gaps in the literature. It investigates the acquisition of linking adverbials and reporting verbs, two sets of vocabulary that are difficult for ESL writers to master, with the use of data-driven learning techniques. In addition to looking at the acquisition of this vocabulary specifically, this study investigates whether these approaches also contribute to students' progress in their academic writing. Results indicate that data-driven learning techniques do in fact help students acquire and better employ linking adverbials in their writing, although they do not help in the case of reporting verbs. No correlations to increases in student essay scores were found. However, this study still shows the possible value of data-driven learning approaches to students' academic writing.
dc.format.extent 85 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other English as a Second Language
dc.title Does data-driven learning lead to better academic writing?
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of English
etdms.degree.discipline English as a Second Language
etdms.degree.grantor The University of Alabama
etdms.degree.level master's
etdms.degree.name M.A.


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