A Systematic Review of Using Discipline-Specific Corpora for Lexico-Grammatical Pattern Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 31-49 ◽  
Author(s):  
Shaoqun Wu ◽  
Liang Li ◽  
Ian Witten ◽  
Alex Yu
Keyword(s):  
Language Learning ◽  
Computer Science ◽  
Academic Writing ◽  
Learning System ◽  
Data Driven ◽  
Future Research ◽  
Pattern Learning ◽  
Learning Approach ◽  
Learning Program

This article reports on a language learning system and a program designed to help students with academic vocabulary in the New Zealand university computer science department. The system is a learner-friendly corpus-based tool that allows students to look up lexico-grammatical patterns of a given word in academic writing. The program, based on a data-driven learning approach, comprises tutorials, workshops, and follow-up exercises that help students learn useful formulaic patterns of academic words that are typical in computer science. The authors' results capture students' awareness of language patterns in academic text and their growing confidence in using academic words with the assistance of the tool. Not surprisingly, interpreting and transferring the corpus data into students' own writing requires training and practice. The effectiveness and limitations of the resources and tools used in this learning program are examined, and suggestions are made for further improvement and future research.

scholarly journals Concentration on Learning Program Development in Islamic Education

2018 ◽  
Vol 2 (2) ◽  
pp. 213
Author(s):  
Dalmeri Mawardi ◽  
Supadi Supadi
Keyword(s):  
Teaching And Learning ◽  
Learning System ◽  
Islamic Education ◽  
Learning Approach ◽  
New Paradigm ◽  
Learning Program ◽  
Global Era ◽  
Contextual Teaching ◽  
Good Relation ◽  
Character Building

An effort to educate learner in Islamic education as an order to the learner be able to change character and behavior. For Islamic education, learner hoped to be able to understand whole Islamic teachings and comprehend the aim of Islamic education entirely. Islamic subject Learning system has planned systematically and referred to learning components which have oriented to the new paradigm and the application of contextual teaching and learning approach; the class condition will be conducive and comfortable for the learner to be motivated to learn Islamic subject. In contextual teaching and learning approach be able to direct the process of Islamic teaching and learning for growing learner good behavior, character building, and moral values that will become human who has proper responsibility, emotional, intellectual, and human who has emotional intelligence in developing the learner potency in applying of Islamic educational making good relation between God with human being and doing whole Islamic teachings in Global Era. How the learner knows about Islamic teachings, but it discusses what has known and realized by learner after learning.? Learner hoped to be able to have a strong desire and a high commitment to understand and apply Islamic teachings.Suatu upaya mendidik peserta didik dalam pendidikan Islam agar siswa dapat mengubah karakter dan perilaku. Melalui pendidikan Islam, pelajar berharap dapat memahami seluruh ajaran Islam dan memahami sepenuhnya tujuan dari pendidikan Islam. Sistem pembelajaran mata pelajaran pendidikan Islam harus direncanakan secara sistematis dan harus mengacu pada komponen pembelajaran yang berorientasi pada paradigma baru dan penerapan pendekatan pembelajaran kontekstual, kondisi kelas akan kondusif dan mudah bagi peserta didik untuk termotivasi belajar Islam objek kajiannya. Tentunya pendekatan pembelajaran kontekstual dapat mengarahkan proses pembelajaran dan pembelajaran keislaman untuk menumbuhkan perilaku baik peserta didik, pembentukan karakter, dan nilai-nilai moral yang akan menjadi manusia yang memiliki tanggung jawab baik, emosional, intelektual, dan manusia yang memiliki kecerdasan emosional dalam mengembangkan potensi pelajar dalam menerapkan pendidikan Islam membuat hubungan yang baik antara Tuhan dengan manusia dan melakukan seluruh ajaran Islam di Era Global. Bagaimana pelajar tahu tentang ajaran Islam, tetapi membahas tentang apa yang telah diketahui dan disadari oleh pelajar setelah belajar? Setiap peserta didik dapat termotivasi serta memiliki keinginan yang kuat dan komitmen yang tinggi untuk mewujudkan dan menerapkan ajaran Islam.

A Community-Driven Mobile System to Support Foreign Language Learning

2018 ◽  
pp. 95-115
Author(s):  
Manuel Palomo-Duarte ◽  
Anke Berns ◽  
Alberto Cejas ◽  
Juan Manuel Dodero ◽  
Juan Antonio Caballero-Hernández ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Learning System ◽  
Smart Devices ◽  
Learning Approach ◽  
Focus On Form ◽  
Constructive Learning ◽  
Language Competencies

The acquisition of foreign language competencies has become one of the main concerns of current ICT educational policies. Mobile smart devices allow teachers to provide students with personalized learning environments in line with their needs. However, most of the available apps, especially in the area of foreign language learning, still focus on form-based learning supporting mainly one-way interaction. In this chapter, the authors designed a learning system based on a dynamic, asynchronous and constructive learning approach. The chapter illustrates how the system helped students to get involved in their learning process by creating, sharing, and assessing their own learning resources and how teachers could benefit from students' logs to retrieve indicators for assessment processes. Finally, two algorithms that guide students' learning processes are compared: the first algorithm is based on community-driven behaviour, the second one on students' individual behaviour. Results show that both algorithms provide similar outcomes.

scholarly journals STUDENTS’ PERCEPTIONS OF THEIR REFLECTIVE ESSAY WRITING EXPERIENCE AND TEACHER FEEDBACK COMMENTS

2017 ◽  
Vol 6 (2) ◽  
pp. 204
Author(s):  
Asiah Mohd Sharif ◽  
Siti Zaidah Zainuddin
Keyword(s):  
Language Learning ◽  
Reflective Writing ◽  
Teacher Feedback ◽  
Future Research ◽  
Small Contribution ◽  
Esl Students ◽  
Essay Writing ◽  
Entry Level ◽  
Reflective Skills

Reflection which encompasses critical and analytical capabilities is a critical 21st century skill for students to develop. To ensure students are equipped with this skill, reflective writing has been identified as a possible tool. Teacher feedback on students’ written output therefore plays a role in developing students’ reflective skills. This study asks two questions: How do students perceive their experience writing reflective essays? What is the nature of the teacher’s feedback comments on students’ reflective essays and how do students perceive them? To answer these questions, nineteen ESL students in an entry-level Medical programme completed a questionnaire concerning their experiences writing reflective essays and perceptions of teacher feedback on these essays. Interviews were conducted with two students to follow-up on questionnaire responses. The content analysis showed that the students believed reflective writing played a small contribution to their language learning. Further investigation into the students’ perspectives of their teachers’ feedback comments suggests that even though the teachers’ feedback was positive, the students also referred to the comments as inadequate and ineffective. Pedagogical implications and suggestions for future research are discussed.  

Extraction of drug–drug interaction using neural embedding

2018 ◽  
Vol 16 (06) ◽  
pp. 1840027 ◽  
Author(s):  
Wen Juan Hou ◽  
Bamfa Ceesay
Keyword(s):  
Machine Learning ◽  
Deep Learning ◽  
Drug Interaction ◽  
Relevant Information ◽  
Learning System ◽  
Machine Learning Techniques ◽  
Future Research ◽  
Learning Approach ◽  
Learning Techniques ◽  
Drug Drug Interaction

Information on changes in a drug’s effect when taken in combination with a second drug, known as drug–drug interaction (DDI), is relevant in the pharmaceutical industry. DDIs can delay, decrease, or enhance absorption of either drug and thus decrease or increase their action or cause adverse effects. Information Extraction (IE) can be of great benefit in allowing identification and extraction of relevant information on DDIs. We here propose an approach for the extraction of DDI from text using neural word embedding to train a machine learning system. Results show that our system is competitive against other systems for the task of extracting DDIs, and that significant improvements can be achieved by learning from word features and using a deep-learning approach. Our study demonstrates that machine learning techniques such as neural networks and deep learning methods can efficiently aid in IE from text. Our proposed approach is well suited to play a significant role in future research.

scholarly journals Corpus-Based Data-Driven Learning to Augment L2 Students’ Vocabulary Repertoire

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Ira Rasikawati
Keyword(s):  
Language Learning ◽  
English For Academic Purposes ◽  
Language Instruction ◽  
Data Driven ◽  
Future Research ◽  
Second Language Instruction ◽  
Research Support ◽  
Inquiry Based Learning ◽  
Research Findings ◽  
English Speaking

Corpus-based data-driven learning (DDL) is an inductive instructional approach using computer-generated concordances. It provides students with the opportunity to analyze different language forms across contexts found in the concordance output. The idea of engaging students to discover the language rules and patterns from authentic learning materials is central to the theory of inquiry-based learning. Despite the robust research support, however, DDL has not been widely adopted, in part because of a dearth of practical and specific recommendations for teachers. More studies are needed to corroborate the claim that the approach can promote the development of different language learning areas effectively. This article synthesizes relevant theories and research findings on the use of DDL for second language instruction and illuminates the understanding of how corpus-based vocabulary instructional strategies may work in English for Academic Purposes (EAP) courses in non-English speaking countries. The study recommendations include a corpus-based DDL framework to expand students’ vocabulary and suggestions for future research. 

scholarly journals Constructing a Collocation Learning System From the Wikipedia Corpus

2019 ◽  
pp. 1018-1037
Author(s):  
Shaoqun Wu ◽  
Liang Li ◽  
Ian H. Witten ◽  
Alex Yu
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Academic Writing ◽  
Learning System ◽  
Design And Development ◽  
Syntactic Pattern ◽  
Related Text

The importance of collocations for success in language learning is widely recognized. Concordancers, originally designed for linguists, are among the most popular tools for students to obtain, organize, and study collocations derived from corpora. This paper describes the design and development of a collocation learning system that is built from Wikipedia text and provides language learners with an easy-to-use interface for looking up collocations of any word that occurs in Wikipedia. The use of this corpus exposes learners to contemporary, content-related text, and enables them to search for semantically related words for a given topic. The system organizes collocations by syntactic pattern, sorts them by frequency, and links them to their original context. The paper includes a practical user guide to illustrate how to use the system as a language aid to facilitate academic writing.

scholarly journals Constructing a Collocation Learning System from the Wikipedia Corpus

2016 ◽  
Vol 6 (3) ◽  
pp. 18-35 ◽  
Author(s):  
Shaoqun Wu ◽  
Liang Li ◽  
Ian H. Witten ◽  
Alex Yu
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Academic Writing ◽  
Learning System ◽  
Design And Development ◽  
Syntactic Pattern ◽  
Related Text

The importance of collocations for success in language learning is widely recognized. Concordancers, originally designed for linguists, are among the most popular tools for students to obtain, organize, and study collocations derived from corpora. This paper describes the design and development of a collocation learning system that is built from Wikipedia text and provides language learners with an easy-to-use interface for looking up collocations of any word that occurs in Wikipedia. The use of this corpus exposes learners to contemporary, content-related text, and enables them to search for semantically related words for a given topic. The system organizes collocations by syntactic pattern, sorts them by frequency, and links them to their original context. The paper includes a practical user guide to illustrate how to use the system as a language aid to facilitate academic writing.

scholarly journals Practising English through out-of-class language learning activities (OCLLA): EFL preparatory year students perspectives

2020 ◽  
Vol 4 (2) ◽  
pp. 128-143
Author(s):  
Khaled Elkotb Elshahawy ◽  
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Learning Activities ◽  
Future Research ◽  
Learning Program ◽  
Study Program ◽  
Reflective Journals ◽  
Preparatory Year

The current study investigated the insights and perceptions of the EFL preparatory year students at Al-Baha University in Saudi Arabia concerning improving their English language proficiency, namely, vocabulary and grammar learning, speaking skills, listening skills, reading skills, and writing skills, through out-of-class language learning activities. The instruments of the study were pre/post-English language proficiency skills test (ELPT) and the student's weekly reflective journals (SWRJ). The study participants were 100 male students aged 18 to 20 years old. The application of the study program, Five Phases Out-of-Class Language Learning Program (FPOCLLP) lasted for three months. Paired samples t-test and the effect size were employed to collect data for the quantitative analysis. Moreover, the student's weekly reflective journals were employed to get qualitative interpretations. The findings of the study indicated that the participants' English language proficiency skills were enhanced as a result of the study program application. Finally, the study identified some recommendations and suggestions based on its results for further future research.

scholarly journals Students’ Perceptions of ESP Academic Writing Skills through Flipped Learning during Covid-19

2021 ◽  
Vol 7 (4) ◽  
pp. 107-116
Author(s):  
Salvador Montaner-Villalba
Keyword(s):  
Information And Communication Technologies ◽  
Academic Writing ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Writing Skills ◽  
Future Research ◽  
Learning Approach ◽  
Mixed Method Research ◽  
Flipped Learning ◽  
Business English

Learners studying English for Specific Purposes (ESP) at University regard writing academic papers as a complex process since they have to consider issues about academic writing conventions as well as ethics. This current research examines university students’ perceptions of ESP academic writing within the context of the online learning which emerged due to Covid-19 and, therefore, through the Information and Communication Technologies (ICT) and, particularly, utilizing the Flipped Learning approach as an active learning strategy to enhance ESP academic written competence. To be more specific, we examined how students, in tertiary education, perceived ESP academic writing skills within the field of Business English. The participants are 28 students doing the Degree in Administration and Business Management in a Spanish polytechnic. A mixed method research has been conducted for this current paper since both quantitative as well as qualitative methods were utilized for data collection. Regarding this study, both a questionnaire and a focus group interview were utilized to analyse the data. The outcomes proved that students’ perceptions towards academic ESP written competence, using Business English, within the Flipped Learning approach was positive. The major results showed students’ awareness of their needs and ESP written requirements. This research concludes with some future research suggestions.

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