عنوان

The effects of data driven learning on Iranian EFL learners' writing skills development

Number

TLets669068

Title Proper

The effects of data driven learning on Iranian EFL learners' writing skills development

General Material Designation

[Thesis]

First Statement of Responsibility

Sepehri, Mehrdad

Name of Publisher, Distributor, etc.

University of Birmingham

Date of Publication, Distribution, etc.

2015

Dissertation or thesis details and type of degree

Thesis (Ph.D.)

Text preceding or following the note

2015

Text of Note

The aim of this study is to investigate the effects of a Data Driven Learning (DDL) approach on Iranian EFL learners' writing skills development and their attitudes towards the approach. A pre-test post-test control group design supplemented by a set of interviews and a questionnaire was employed to collect the required data. The control group received instructions through a conventional method while the experimental group received a certain number of classroom concordance-based handouts in addition to the conventional method. It was found that the DDL group participants can improve their declarative knowledge more than the Non-DDL group. Regarding analytic scoring, the results show that the DDL participants have improved their 'language use' features more than the Non-DDL group. This finding has been supported by the results obtained from analysing the 'Accuracy' measures. In the CAF analysis, lack of improvement in 'Complexity' features of the learners' performance and slight regression in mean length of T units and mean length of clause was explained as an indication of a trade-off between accuracy and fluency. Results obtained from qualitative data showed the participants' positive attitudes towards the DDL approach. It was also found that DDL-based materials can help teachers in getting learners involved with learning through 'noticing'.

LB Theory and practice of education; PE English

Sepehri, Mehrdad

University of Birmingham

Electronic name

p

[Thesis]

276903

a

Y