concordancing

In spite of the highly beneficial applications of corpus linguistics in language pedagogy, it has not found its way into mainstream EFL. The major reasons seem to be the teachers’ lack of training and the unavailability of resources, especially computers in language classes. Phrasal verbs have been shown to be a problematic area of learning English as a foreign language due to their semantic opacity and structural differences between English and learners’ first languages. To examine the pedagogic potentiality of the use of corpus linguistics in the context of EFL, the present study aimed at comparing the effect of paper-based data-driven learning (DDL) activities, as a substitute for online DDL activities, with the activities designed based on dictionary entries in terms of their effect on learning phrasal verbs in both short and long run. To this end, the study adopted a quasi-experimental pretest posttest control group design. The analysis of the data collected through an immediate posttest as well as a delayed posttest showed that the DDL activities led to greater improvements by the participants. Based on the results of the study, it is argued that paper-based DDL activities can be used effectively in EFL classes to enhance learning and help learners to become more autonomous in their learning efforts.

پژوهش حاضر به بررسی تاثیر داده محور بر تشخیص و تولید هم آیی ها ی زبان آموزان با سطح توانش انگلیسی بالا و پایین متوسط پرداخت. همچنین تاثیر ثانویه داده محور بر هم آیی های ثانویه (هم آیی هایی که در واژه یاب گنجانده نشده بودند ولی به صورت مستتر در تکالیف استفاده شده بودند) نیز مورد بررسی قرار گرفت. نگرش زبان آموزان نسبت به نقش واژه یاب در یادگیری هم آیی ها و تغییر نگرش آنها در طی فرایند پژوهش نیز از طریق مصاحبه مورد ارزیابی قرار گرفت. حدود 40 زبان آموز ایرانی به دو گروه آزمایشی و گواه تقسیم شدند. هر گروه به دو زیرگروه سطح توانش بالا و پایین نیز تقسیم شدند. گروه آزمایشی به مدت 10 جلسه به واژه یاب دسترسی داشتند تا تکلیف دوباره نویسی را انجام دهند. نتایج حاکی از آن است که زبان آموزان با سطح توانش بالا بیشتر از زبان آموزان با سطح توانش پایین از تاثیر اولیه و ثانویه واژه یاب بهره مند شدند. هر دو زیرگروه، نگرش مثبتی به تاثیر واژه یاب در یادگیری هم آیی ها داشتند و این نگرش با گذر زمان پررنگتر شد.

Vocabulary learning is at the heart of language learning and language use. It is what makes the essence of a language. Having it in mind, most of the students always complain about lexical problems, and unfortunately, they are unaware of the different tools, which can help the students to learn vocabulary and improve vocabulary retention. A useful tool for learning and teaching vocabulary is a tool that uses authentic samples to enhance comprehension. Concordancing software is one of these digital tools that enable learners to explore billions of real-world materials. In this regard, the present study was conducted to investigate the actual effect of using this software on vocabulary retention. To gain this purpose, a sample of 54 intermediate female EFL students took part in this study. Participants were randomly assigned to two equal experimental and control groups. Before starting the treatment, the researcher gave the pretest to both groups. Then the treatment sessions were started for both groups, which lasted 12 sessions (4weeks); ten vocabularies were taught in each session and during this time the vocabulary of each lesson was taught by using concordancing software to the experimental group and by using a list of vocabulary to the control group. After the treatment sessions, the posttest was administered to both groups. The results of this comparison proved that the use of concordancing software improved learners' vocabulary knowledge. The outcomes have the potential to affect language learners' performance and teachers' beliefs about the effectiveness of using CALL programs, especially concordancing programs.

Technology-mediated instructional activities have received increasing attention in second language acquisition (SLA) studies. Yet, research on the role of technology in language learners’ emotional intelligence has been limited. More specifically, the role of data-driven learning (DDL) using concordancing, as a technology-mediated approach to learning English, in developing emotional intelligence has been left unattended. Through a mixed-methods explanatory sequential design within a quasi-experimental comparison group pretest-posttest design, the present study examined if DDL statistically significantly influenced the English learners’ trait emotional intelligence (TEI) and its attributes, including emotionality, self-control, well-being, and sociability. The results of questionnaires, open-ended surveys, and semi-structured interviews with 92 female undergraduate English learners indicated that DDL did not statistically significantly influence their TEI and its attributes. However, in terms of well-being, learners in the experimental group were slightly higher than learners in the control group. Finally, analysis of the qualitative data pointed to an increase in the learners’ TEI through enhancing self-confidence, stress management, and emotional perception.