Data-driven learning: taking the computer out of the equation.

Alex Boulton (1, 2)

1 CRAPEL - Centre de Recherches et d'Applications Pédagogiques en Langues
2 ATILF - Analyse et Traitement Informatique de la Langue Française

Despite considerable research interest, data-driven learning (DDL) has not become part of mainstream teaching practice. It may be that technical aspects are too daunting for teachers and students, but there seems no reason why DDL in its early stages should not eliminate the computer from the equation by using prepared materials on paper – considerably easier for the novice learner to deal with. This paper reports on a simple experiment to see how lower-level learners cope with such paper-based corpus materials and a DDL approach compared to more traditional teaching materials and practices. Pre- and post-tests show both are effective compared to control items, with the DDL items showing the biggest improvement, and questionnaire responses are more favourable to the DDL activities.

Mots clés: data-driven learning; worksheets; concordance print-outs; paper-based materials; lower levels

Domaines: Linguistique

Alex Boulton. Data-driven learning: taking the computer out of the equation.. Language Learning, 2010, 60 (3), pp.534-572. ⟨hal-00384910v2⟩