Aug 2026· English Language and Literature Studies· Vol 16, pp. 57· 0 citations
Abstract
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.
It is well-established that second/foreign language learning requires exposure to meaningful input. Thanks to advancing technologies, one way to achieve this in language teaching contexts is via online corpus tools. Given the potential pedagogical gains these tools offer for language skills (e.g., vocabulary, grammar, pronunciation, and writing), this study aims to synthesise the findings of research on five popular corpus tools – Sketch Engine, SkELL, PlayPhraseMe, Fraze.it, and CorpusMate. Following the PRISMA guidelines for systematic reviews, this study included five research papers from the Web of Science and Scopus databases until 2024. Applying qualitative and quantitative content analyses, the study found that corpus consultation promotes language skills and learner autonomy, supports contextually appropriate language use, and improves sensitivity to authentic language structures. Despite the promising outcomes, the scant number of studies analysed with some methodological issues and contextual constraints undermines the generalisability of the results. The study underscores the urgent need for more longitudinal, comparative, and large-scale research on using these corpus tools to harness them fully in language education. It also proposes that when systematically implemented, corpus tools may serve as powerful resources for language learning and teaching.
I. Topal· Journal of language research· 0 citations
Reading plays a pivotal role in the teaching ofGerman as a foreign language. In addition to imparting linguisticknowledge, it also fosters cultural understanding and the developmentof critical thinking. In light of the distinctive characteristics ofthe contemporary information society, scholars and educators arecompelled to rethink the methodologies employed in foreign languagereading instruction. Reading should be an activity imbuedwith personally meaningful content, thereby meeting students’information and cognitive needs. The teaching of reading shouldbe activity-oriented, as students do not solely acquire knowledgethrough cognitive teaching methods; rather, they master learningobjects and content through their own active (speech) behavior.The development of reading skills in German as a foreign languageis contingent upon the selection of texts. Texts selectedfor reading should be relevant, authentic, and, most importantly,appropriate to the learners’ level of language proficiency. This approachincreases motivation and the quality of reading, as textsthat are too difficult can be demotivating and those that are toosimple can be uninteresting. The LATILL project is designed toaddress these educational needs, as didactics is a dynamic field.Historical, pedagogical, and scientific experience in teaching foreignlanguages provides a foundation for constant evolution in foreignlanguage teaching methods, including methods of teachingreading in German as a foreign language, its improvement, andthe creation of tools to correlate it with the current needs of bothteachers and students.The LATILL project aims to provide open educational resourcesadapted to the levels of the Common European Framework ofReference for Languages (CEFR), a platform based on artificialintelligence tools to support the teaching of German as a foreignlanguage and a second foreign language, didactic materials to assist teachers in teaching German as a foreign language with aparticular focus on reading skills development, and materials toenhance teachers’ pedagogical skills.This publication outlines the project’s objectives and anticipatedoutcomes, as well as information about the project consortium,the LATILL platform, and the didactic materials on the platform.Its purpose is to introduce the LATILL project to the scientific andeducational community, which aims to support teachers of Germanas a foreign language in developing reading competence.
T. Koropatnitska, O. Mudra· The scientific and methodolo...· 0 citations
Corpus-based tools and techniques not only facilitate the description of learners' language but can also be used in educational settings to design targeted classroom activities. This approach is known as data-driven learning (DDL). Access to corpus data enables learners to observe and analyze patterns in real language use, addressing their specific needs and fostering learning autonomy. While several studies have examined the effectiveness of DDL in teaching various language skills, few have investigated its impact highlighting the implications for specific cultural groups. Adopting a cumulative knowledge building perspective, this study systematically synthesizes and builds upon previous empirical research to advance our understanding of the effectiveness of DDL for South Korean learners of English. The purpose is paper to (1) survey different DDL activities piloted in vocabulary instruction across various English language teaching contexts in Korea; (2) determine the effectiveness of DDL for vocabulary instruction for this demographic; and (3) explore Korean learners' attitudes towards DDL. To do so, empirical studies were systematically identified using the Korea Citation Index with the keywords “data-driven learning,” “corpus-based,” “vocabulary,” “lexis,” “Korea,” and “Korean.” The results indicate that DDL is generally welcomed by and effective for students in this demographic. By building on cumulative findings, this study provides empirical foundation for curriculum development, classroom practices, and teacher training. Tailoring DDL activities to the Korean context can maximize their effectiveness addressing learners' unique linguistic challenges.
W. Acorinti· The ESPecialist: Research in...· 0 citations
The research sought to explore the impact of using the asynchronous learning platform Lingua on the reading comprehension skills of English as a Foreign Language (EFL) students. This qualitative study involved 140 tenth-grade students from five senior high schools in Lampung Province, Indonesia. Data were collected through observation and questionnaires, with a descriptive analysis applied to interpret the information. The results demonstrated that students benefited from this approach, displaying proficiency in identifying main ideas, extracting explicit information, making inferences, discerning figurative and connotative meanings, and identifying implicit information. Moreover, Lingua not only enhanced the students’ reading comprehension but also contributed to their overall enjoyment, motivation, sense of proficiency, and confidence in this skill. The platform's provision of appropriate challenges and feedback further facilitated students' improvement, while exposure to diverse and knowledgeable content expanded their horizons and understanding. In response to the positive outcomes observed, educators and administrators may consider integrating Lingua into their asynchronous learning strategies for enhancing students’ EFL reading comprehension. This tool may support not only academic proficiency but also students' overall motivation and confidence in mastering essential reading skills.
S. Susanto, Deri Sis Nanda· Revista Electrónica de Inves...· 0 citations
Integrating data literacy into K-12 education in an increasingly data-driven society is imperative. Data literacy is conceptualized as an interdisciplinary competence that extends beyond traditional statistical understanding, encompassing skills in accessing, analyzing, interpreting, and communicating insights from data. Drawing on sociocultural theory, this paper argues that the formalisms-first pedagogical approach is theoretically limited, rooted in a conception of learning that strips away the social, cultural, and material conditions through which meaningful data reasoning develops. In contrast, we advocate for inquiry-driven strategies like project-based and problem-based learning, which restore the contextual, collaborative conditions that make data literacy learnable. Central to this argument is the claim that data literacy is best understood as a disciplinary language, a set of representational, argumentative, and interpretive practices acquired through socially scaffolded participation. Learning progressions should draw on contexts across STEM, humanities, and social sciences, recognizing that the language of data is relevant wherever students reason with evidence. The article also examines technology integration in data literacy education. Rather than treating digital tools as neutral delivery mechanisms, we frame them as mediating artifacts that shape how students think, represent, and argue with data. We discuss equitable access to these tools, the promise of emerging technologies such as augmented and virtual reality, and the value of unplugged approaches where access to technology is limited. In conclusion, we call for an explicitly sociocultural and interdisciplinary approach to data literacy education, essential for developing both technical skills for data work and a critical mindset for evaluating data as a social and civic practice that fosters a responsible, data-literate citizenry capable of informed participation in a data-rich world. Future empirical work is needed on the effectiveness of inquiry-driven approaches for data literacy outcomes and on what equitable technology integration looks like across diverse learning contexts.
Kelsey E. Schenck, Marc T. Sager, R. Duschl· Routledge Open Research· 0 citations
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.
Jarvis Looi· Digital Studies in Language...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
