A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom

2018 ◽  
Vol 23 (3) ◽  
pp. 335-369 ◽  
Author(s):  
Meilin Chen ◽  
John Flowerdew
Keyword(s):  
Academic Writing ◽  
Critical Review ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Language Education ◽  
English For Academic Purposes ◽  
Data Driven ◽  
Research Progress ◽  
Research And Practice ◽  
Year 2000

Abstract Since the late 1980s, there has been a growing interest in the direct application of corpora, or data-driven learning (DDL), in language education. This relatively novel teaching approach has been particularly applied in the teaching and learning of English for Academic Purposes (EAP)/academic writing, especially since the turn of the century. This paper synthesizes and evaluates the research progress in the field of EAP/academic writing since the year 2000 by critically reviewing 37 empirical studies focussing on applications of DDL in this context. Based on the critical review and a discussion of some contentious issues, a set of five recommendations for the way forward in DDL research and practice for EAP/academic writing is presented.

scholarly journals On equity, disadvantage and ‘non-nativeness’ as a red herring

2019 ◽  
Author(s):  
Anna Kristina Hultgren
Keyword(s):  
English For Academic Purposes ◽  
Research Publication ◽  
Research And Practice ◽  
Publication Success ◽  
Linguistic Structures

<p>This is a written version of a keynote talk delivered at PRISEAL, Research and Practice: Moving Forward, Reykjavik, Iceland, 14 - 16 September, 2018.</p><p><br></p><p><b>Abstract</b>: Within the fields of English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), there is an unquestioned orthodoxy that scholars with English as an Additional Language (EAL) are particularly disadvantaged by the pressure to publish in English (though see Kuteeva 2015 and debate between Hyland 2016a, 2016b and Politzer-Ahlesa et al. 2016). In this paper, I challenge this orthodoxy, raising questions about the evidence upon which it is based. Within a framework of ‘verbal hygiene’ (Cameron 1995, 2012), I will argue that the attention accorded to ‘non-nativeness’ may be disproportionate to its significance for publication success. I conclude by proposing some reorientations for researchers and practitioners in the field that centre on broadening the scope to encompass non-linguistic structures of inequity.</p>

scholarly journals On equity, disadvantage and ‘non-nativeness’ as a red herring

2019 ◽  
Author(s):  
Anna Kristina Hultgren
Keyword(s):  
English For Academic Purposes ◽  
Research Publication ◽  
Research And Practice ◽  
Publication Success ◽  
Linguistic Structures

<p>This is a written version of a keynote talk delivered at PRISEAL, Research and Practice: Moving Forward, Reykjavik, Iceland, 14 - 16 September, 2018.</p><p><br></p><p><b>Abstract</b>: Within the fields of English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), there is an unquestioned orthodoxy that scholars with English as an Additional Language (EAL) are particularly disadvantaged by the pressure to publish in English (though see Kuteeva 2015 and debate between Hyland 2016a, 2016b and Politzer-Ahlesa et al. 2016). In this paper, I challenge this orthodoxy, raising questions about the evidence upon which it is based. Within a framework of ‘verbal hygiene’ (Cameron 1995, 2012), I will argue that the attention accorded to ‘non-nativeness’ may be disproportionate to its significance for publication success. I conclude by proposing some reorientations for researchers and practitioners in the field that centre on broadening the scope to encompass non-linguistic structures of inequity.</p>

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