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Data-driven learning changing the teaching of grammar in EFL classes

Data-driven learning changing the teaching of grammar in EFL classes

 Lin, Ming Huei.
 2015.
 p. 264-274. Oxford University Press. English ISSN: 09510893
Ngôn ngữUse english.Data-driven learning (DDL)Data-driven learningDesigning DDL materialsEFL classesEFL grammar classroomsTeaching English.
Tác giả CN Lin, Ming Huei.
Nhan đề Data-driven learning: changing the teaching of grammar in EFL classes / Ming Huei Lin and Jia-Ying Lee.
Thông tin xuất bản 2015.
Mô tả vật lý p. 264-274.
Tùng thư Oxford University Press.
Tóm tắt This study aims to investigate the experience of six early-career teachers who team-taught grammar to EFL college students using data-driven learning (DDL) for the first time. The results show that the teachers found DDL an innovative and interesting approach to teaching grammar, approved of DDL’s capacity to provide more incentives for students to engage in discussion, and endorsed its effectiveness in transforming relatively passive students into active learners. The results also indicate some challenges that DDL entailed and possible ways for the teachers to meet them. The challenges included increased workload and technical difficulties in designing DDL materials and conducting DDL-centred activities, but the teachers still eventually improved their DDL teaching by following three key practices: reducing the number of corpus entries used, deploying complete concordance lines whenever possible, and asking the students focused guiding questions. This article concludes with suggestions for future DDL practice in EFL grammar classrooms.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Từ khóa tự do Use english.
Từ khóa tự do Data-driven learning (DDL)
Từ khóa tự do Data-driven learning
Từ khóa tự do Designing DDL materials
Từ khóa tự do EFL classes
Từ khóa tự do EFL grammar classrooms
Từ khóa tự do Teaching English.
Nguồn trích ELT journal.- 2015, Vol. 69, No. 3.
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Data-driven learning: changing the teaching of grammar in EFL classes / |c Ming Huei Lin and Jia-Ying Lee.
260[ ] |c 2015.
300[ ] |a p. 264-274.
362[0 ] |a Vol. 69, Vol 3 (July 2015)
490[ ] |a Oxford University Press.
520[ ] |a This study aims to investigate the experience of six early-career teachers who team-taught grammar to EFL college students using data-driven learning (DDL) for the first time. The results show that the teachers found DDL an innovative and interesting approach to teaching grammar, approved of DDL’s capacity to provide more incentives for students to engage in discussion, and endorsed its effectiveness in transforming relatively passive students into active learners. The results also indicate some challenges that DDL entailed and possible ways for the teachers to meet them. The challenges included increased workload and technical difficulties in designing DDL materials and conducting DDL-centred activities, but the teachers still eventually improved their DDL teaching by following three key practices: reducing the number of corpus entries used, deploying complete concordance lines whenever possible, and asking the students focused guiding questions. This article concludes with suggestions for future DDL practice in EFL grammar classrooms.
650[1 7] |a Ngôn ngữ |x Giảng dạy |x Học tập |2 TVĐHHN
653[0 ] |a Use english.
653[0 ] |a Data-driven learning (DDL)
653[0 ] |a Data-driven learning
653[0 ] |a Designing DDL materials
653[0 ] |a EFL classes
653[0 ] |a EFL grammar classrooms
653[0 ] |a Teaching English.
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