Aug 2026· Digital Studies in Language and Literature· 0 citations· 67 references
TL;DR
Investigation of how different DDL configurations shape both learning outcomes and processes in academic reading comprehension indicates that DDL led to overall gains in academic reading comprehension, with the magnitude of these gains varying by configuration.
Abstract
Abstract Previous research has shown that the learning process in data-driven learning (DDL) is cyclical, iterative, and non-linear, even when tasks are designed around seemingly linear pedagogical frameworks such as Illustration–Interaction–Intervention–Induction (Carter, Ronald, and Michael McCarthy. 1995. “Grammar and the Spoken Language.” Applied Linguistics 16 (2): 141–58; Flowerdew, Lynne. 2009. “Applying Corpus Linguistics to Pedagogy: a Critical Evaluation.” International Journal of Corpus Linguistics 14 (3): 393–417). Building on this work, the present study investigates how different DDL configurations shape both learning outcomes and processes in academic reading comprehension. Drawing on constructivism, sociocultural theory, and the noticing hypothesis, the study adopts an established analytical framework distinguishing between seven macro-level learning sequences and twelve micro-level learning events in DDL. French-speaking Master’s students enrolled in a linguistics programme participated in a six-week hands-on DDL intervention targeting move analysis of English research article introductions (Swales, John M. [1981] {2011}. Aspects of Article Introductions. Michigan: Michigan Classics Edition). Learners worked individually, in pairs, or in groups while consulting the British Academic Written English corpus via Sketch Engine. Learning outcomes were evaluated using pre- and post-tests analysed with Bayesian linear mixed-effects regression, while learning processes were examined through video-based observation and annotation in ELAN. Results indicate that DDL led to overall gains in academic reading comprehension, with the magnitude of these gains varying by configuration: Pair DDL was most likely to support improvement, whereas Group showed weaker and more variable outcomes. Behavioural analyses reveal Pair offered a balance between scaffolding and efficiency, whereas Individual relied heavily on self-regulation and Group incurred substantial coordination cost. These findings suggest that balancing learner autonomy and peer collaboration may be a relevant consideration in DDL design.
The need for two skills that are not usually taught together has been growing in the field of language learning: critical language awareness (the capacity to analyse the ways in which texts shape identity and ideology) and corpus literacy (the capacity to investigate patterns of language with digital tools). Materials that are authentic and socially meaningful and develop both are rare. This conceptual article proposes a design to fill this gap in a contemporary young adult novel, Yusuf Azeem Is Not a Hero, by Saadia Faruqi, in a corpus-based, data-driven-learning (DDL) framework, where the learner is the one asking the questions. The suggested strategy is that upper-intermediate and advanced learners should use a concordancing software tool (Sketch Engine) to identify key vocabulary, look at collocation and grammatical trends, and then draw conclusions about the novel based on the data that they discover. The design is based on data-driven-learning theory and critical language awareness and an existing corpus analysis of the novel, which is not a research end but is ready-made teaching material. The article includes learning goals, a low-tech tool choice, a five-step task progression, a worked example, and scaffolding, differentiation and evaluation strategies. It then presents a candid discussion of affordances and constraints, including digital equity, the language demands of concordance reading, and the need to sensitively facilitate the design of contentious topics, before concluding with a research agenda for testing the design. The contribution is a transferable, technology-mediated pedagogy that integrates corpus tools, critical reading and intercultural awareness and a model for utilizing literary corpora for classroom inquiry.
B. Pervaiz, Muhammad Azidan bin Abdul Jabar, Wan Muhammad bin Wan Sulong· English Language and Literat...· 0 citations
This article addresses the ergodicity problem in Second Language Learning and Teaching (SLLT), emphasizing the need for methodological advancements that account for the dynamic, non-linear nature of language development. Traditional research methods in SLLT, often based on aggregated group data, assume ergodicity—a concept that equates group-level averages with individual-level processes, a premise that fails to capture the complexity of individual learners’ trajectories. The article advocates for a shift toward intensive longitudinal data (ILD) collection and Dynamic Structural Equation Modeling (DSEM) to model the inherent non-ergodic nature of language acquisition. These methods facilitate a bottom-up generalization approach, where individual trajectories are examined for recurring dynamic patterns before testing these patterns across multiple cases to uncover shared mechanisms. By focusing on intra-individual dynamics, ILD and DSEM provide a nuanced understanding of language learning processes, revealing how emotional and cognitive factors fluctuate within individuals over time. This bottom-up approach contrasts with traditional top-down methodologies and offers a more accurate and personalized representation of language learning, enabling both the identification of common trends across individuals and the retention of individual variability. Despite challenges like sample size requirements and data complexity, the integration of ILD and DSEM is positioned as a transformative methodology for SLLT research, offering practical insights for future research.
Majid Elahi, Shirvan· International Journal of TES...· 0 citations
The KSAU-HS Learner Corpus is a longitudinal corpus of EFL tertiary writing that complies with the FAIR
principles. Collection began in 2022 and captures writing development during a period of emerging language technologies (2022–24).
The corpus contains over 856,907 tokens across 2,387 texts produced by 157 preparatory year university students, within a
CEFR-aligned program with an instructional range of approximately A2-B2. Texts span four trimesters and include rhetorical modes
such as cause-and-effect, argumentation, and summarisation. Metadata includes years of English schooling, other languages spoken,
and preferred reference tools. The corpus enables research into writing development to inform EAP pedagogy and assessment. Avenues
for investigation include lexico-grammatical development, cross-linguistic influence, individual differences, and the impact of
task conditions and language technologies. This resource promises data-driven insights into the textual features and factors that
characterise EFL writing proficiency, and plans are in place to expand its size, representation, and accessibility.
Eman Al Nafjan, Alaa Alfelaij, N. Alfawaz et al.· International Journal of Lea...· 0 citations
This article reports a one‐group time‐series study of Microsoft Copilot Voice (MCV) as a structural scaffold in a mandatory university English course in China. Sixty‐eight environmental engineering undergraduates participated in an MCV‐supported speaking sequence embedded in regular instruction. Oral performance and six dimensions of second language learning experience (L2LE)—positive emotions, negative emotions, engagement, relationships, meaning, and accomplishment—were measured at three time points: pre‐task, main task, and post‐task. Results from latent growth curve modeling showed significant positive slopes for oral performance and the positive L2LE dimensions, together with a significant negative slope for negative emotions. While these findings highlight the potential of MCV to create a dynamic, supportive environment that enhances learners' affective experiences and oral proficiency in L2 learning, they are best interpreted as developmental patterns during an MCV‐supported instructional sequence rather than evidence of MCV's independent causal effect, considering the single‐group design of this study. Pedagogical directions are offered for using generative AI voice tools as rehearsal spaces while preserving teacher guidance, peer interaction, and critical reflection.
Modern foreign language (MFL) teaching is informed by cognitive schemas, ideological discourse and technology-mediated instructional approaches, but these dimensions are often addressed separately. This study set out to explore how cognitive, ideological, and technical architectures affect experiences of language learning in the current digital environment and to advance an integrated model that repurposes language teaching as a multi-layered semiotic system. A mixed-methods design was employed using a tri-varied research framework that combined Cognitive Linguistics Analysis, Critical Discourse Analysis, and Technology-Enhanced Learning. Data were obtained from 120 hours of classroom discourse, 86 teaching materials, and 214 student responses collected between 2024 and 2026. Results reveal that classroom language is influenced by implicit mental schemas, discursive power relations, and algorithmic mediation. Quantitatively, the density of conceptual metaphors in classroom discourse positively correlated with learner understanding (r = .62, p < .05). Teacher explanation, measured by time spent on didactic instruction, decreased student engagement (β = .01), while dialogic discourse, measured by the frequency of teacher-student exchanges, increased engagement (β = .36, p < .05). Conversely, prescribed use of modality showed a negative association with engagement (β = -.29, p < .05). At the qualitative level, modality, transitivity and evaluative language indexed authority and transmitted vertical epistemic relations of knowledge. The AI-mediated feedback also exhibited tendencies toward standardisation; for instance, 83% of non-standard language forms were marked as incorrect. The authors argue that cognitive, ideological and technological dimensions are co-constitutive rather than separate. It has to do with more critical, responsive and equitable language pedagogy.
Iskandarsyah Siregar· Journal of Languages and Lan...· 0 citations
This article proposes a multi-factor model of second language learning and bilingualism, CASP (an acronym for Complex Adaptive System Principles), which can help solve some puzzles in language transfer, involving when it occurs and when it does not. The key goal is to try to move the field beyond discussions that are focused on just one or two of the many factors of relevance (e.g., typological similarity vs. distance and levels of proficiency).
This study gives a critical and comparative discussion of previous research on word order variation and null versus overt subjects in grammars, as carried out within two different theoretical frameworks, namely the Competition Model and Processability Theory. We explain why conflicting results and explanations have come out of these camps.
We use examples from CASP-based research and from recent experimental studies involving different types of bilingual speakers, as well as findings from previous studies that used a variety of empirical methodologies (e.g., fieldwork and classroom research) and theoretical approaches.
The CASP model accounts for when and why transfer occurs, and crucially, it can explain when and why it does not occur, in many of the bilingual outputs discussed in the field, which has often been elusive to previous research.
We offer both theoretical and empirical insights that help us solve some of the perennial puzzles in bilingualism and pave the way towards capturing different bilingual outputs of different types of bilinguals who learn and use their languages under different circumstances.
We explain why any model of bilingualism must be a multi-factor one, incorporating typological factors, internal factors (such as age, proficiency and dominance) and external factors (i.e., specific interactional circumstances; e.g., single vs. dual language condition; formal vs. informal) and their varying collaborative and competing relationships.
Luna Filipović, John A. Hawkins· International Journal of Bil...· 0 citations
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