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Article
Effects of DDL technology on genre learning
Language Learning & Technology
  • Elena Cotos, Iowa State University
  • Stephanie Link, Iowa State University
  • Sarah Rebecca Huffman, Iowa State University
Document Type
Article
Publication Version
Accepted Manuscript
Publication Date
1-1-2017
Abstract

To better understand the promising effects of data-driven learning (DDL) on language learning processes and outcomes, this study explored DDL learning events enabled by the Research Writing Tutor (RWT), a web-based platform that contains: an English language corpus annotated to enhance rhetorical input; a concordancer searchable for rhetorical functions; and an automated writing evaluation engine that generates rhetorical feedback. Guided by current approaches to teaching academic writing (Lea & Street, 1998; Lillis, 2001; Swales, 2004) and by Bereiter and Scardamalia’s (1987) knowledge-telling/knowledge-transformation model, we set out to examine whether and how direct corpus uses afforded by RWT impact novice native and non-native writers’ genre learning and writing improvement. In an embedded mixed-methods design, written responses to DDL tasks and writing progress from first to last drafts were recorded from 23 graduate students in separate onesemester courses at a US university. The qualitative and quantitative data sets were used for withinstudent, within-group, and between-group comparisons, the two independent variables for the latter being course section and language background. Our findings suggest that exploiting technologymediated corpora can foster novice writers’ exploration and, application, and production of genre conventions, enhancing development of rhetorical, formal, and procedural aspects of genre knowledge.

Comments

This is a manuscript of an article to be published as Cotos, E., Link, S., & Huffman, S. (2017). Effects of technology on genre learning. Language Learning & Technology. Posted with permission.

Copyright Owner
The Authors
Language
en
File Format
application/pdf
Citation Information
Elena Cotos, Stephanie Link and Sarah Rebecca Huffman. "Effects of DDL technology on genre learning" Language Learning & Technology (2017)
Available at: http://works.bepress.com/elena_cotos/18/