Effects of Data-Driven Teaching on Learning and Retention of English Prepositions by Intermediate Kurdish EFL Learners

Subject Areas : All areas of language and translation

Ahmed__Azeez__Mohammed Ahmed__Azeez__Mohammed ¹ , Fatemeh Mirzapour ² , Nesa Nabifar ³

1 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - ِDepartment of English, Sofiyan Branch, Islamic Azad University, Sofiyan, Iran
3 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Received: 2023-09-29 Accepted : 2023-11-12 Published : 2024-04-25

Keywords: Data-Driven learning, Cognitive linguistics, English prepositions, Kurdish learners,

Abstract :

The aim of the current study was to examine the effectiveness of data-driven learning (DDL) method in helping pre-intermediate Kurdish students in learning six English prepositions, which were in, on, at, to, behind, in front of, between, beside, over and under. The participants of the study were 100 intermediate EFL Kurdish learners aged 18 to 20 from Lebanese French University in Kurdistan, Iraq. The participants were divided into two groups, one experimental and control group (50 in each group). The present research adopted a quantitative research as a quasi-experimental research which was fulfilled in the form of pretest and a posttest. The uniformity of the EFL students was ensured using the Oxford Placement Test (OPT). The researcher created the pretest and posttest in this study to assess the participants' learning and retention before and after the intervention. The results revealed that DLL method had a greater impact on English preposition learning in comparison with rote learning. Thus, this study has some pedagogical implications for English language teachers in Iraq to be aware of cognitive linguistic usage as a frequent practice in the EFL classroom.

References:

Abdul Rahman, Z. A. A., & Abid, R. Z. (2014). Rarity or non-existence of phrasal verbs in the written discourse of Omani student-teachers of English. SAGE Open,
Al Mubarak, A. A. (2017). The challenges of translating idioms from Arabic into English a closer look at al imam AL Mahdi University–Sudan. International Journal of Comparative Literature and Translation Studies, 5(1), 53-64.
Alameddine, M. M. (2012). Teaching business English for Arab speakers. American Academic & Scholarly Research Journal, 4(4), 57-61.
Alshammari, S. R. (2019). Data Driven Learning and teaching of prepositions in ESL: A study of Arab learners.
Barabadi, E., & Khajavi, Y. (2017). The effect of data-driven approach to teaching vocabulary on Iranian students’ learning of English vocabulary. Cogent Education, 4(1), 1283876.
Boers, F. (2000). Metaphor awareness and vocabulary retention. Applied linguistics, 21(4), 553-571.
Boers, F., & Demecheleer, M. (2001). Measuring the impact of cross-cultural differences on learners' comprehension of imageable idioms. ELT journal, 55(3), 255-262.
Boers, F., Demecheleer, M., & Eyckmans, J. (2004). Etymological elaboration as a strategy for learning idioms. Vocabulary in a second language: Selection, acquisition and testing, 53-78.
Boers, F., & Lindstromberg, S. (2008). Cognitive linguistic approaches to teaching vocabulary and phraseology (Vol. 6). Walter de Gruyter.
[Record #2382 is using a reference type undefined in this output style.]
Braun, S. (2007). Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19(3), 307-328.
Chambers, A. (2010). What is data-driven learning? In The Routledge handbook of corpus linguistics (pp. 345-358). Routledge.
Chelli, S. (2013). Interlingual or intralingual errors in the use of prepositions and articles.
Cowan, R. (2008). The teacher's grammar of English with answers: A course book and reference guide. Cambridge University Press.
Csábi, S. (2004). A cognitive linguistic view of polysemy in English and its implications for teaching. Cognitive linguistics, second language acquisition, and foreign language teaching, 233, 256.
Evans, V., Bergen, B. K., & Zinken, J. (2007). The cognitive linguistics enterprise: An overview. Equinox.
Flowerdew, J. (2012). Discourse in English language education. Routledge.
Gilquin, G., & Granger, S. (2010). How can data-driven learning be used in language teaching. The Routledge handbook of corpus linguistics, 359370, 359-370.
Guan, X. (2013). A Study on the Application of Data-driven Learning in Vocabulary Teaching and Leaning in China's EFL Class. Journal of Language Teaching & Research, 4(1).
Hashim, R. (1996). Educational dualism in Malaysia: Implications for theory and practice. Oxford University Press Oxford.
Inezan, F. Z., & Najim, Z. T. (2010). Problems and common mistakes on prepositions of place at, in, and on. Journal of the College of Basic Education, 16(64), 87-104.
Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials (Vol. 4). na.
Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students' approaches to corpus investigation.
Kilimci, A. (2017). Integrating cognitive linguistics insights into data-driven learning: teaching vertical prepositions. Journal of Language and Linguistic Studies, 13(2), 681-719.
Lin, M. H. (2021). Effects of data-driven learning on college students of different grammar proficiencies: A preliminary empirical assessment in EFL classes. SAGE Open, 11(3), 21582440211029936.
Luo, Q. (2016). The effects of data-driven learning activities on EFL learners’ writing development. SpringerPlus, 5, 1-13.
Luo, Q., & Zhou, J. (2017). Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies. International Journal of Emerging Technologies in Learning, 12(3).
Maniam, M., Samuel, S. J., Madya, S., & Assaiqeli, A. (2021). The influence of L1 (Tamil language) in the writing of L2. PSYCHOLOGY AND EDUCATION, 58(2), 1875-1884.
Mishan, F. (2004). Authenticating corpora for language learning: a problem and its resolution. ELT journal, 58(3), 219-227. [Record #96 is using a reference type undefined in this output style.]
Abdul Rahman, Z. A. A., & Abid, R. Z. (2014). Rarity or non-existence of phrasal verbs in the written discourse of Omani student-teachers of English. SAGE Open,
Al Mubarak, A. A. (2017). The challenges of translating idioms from Arabic into English a closer look at al imam AL Mahdi University–Sudan. International Journal of Comparative Literature and Translation Studies, 5(1), 53-64.
Alameddine, M. M. (2012). Teaching business English for Arab speakers. American Academic & Scholarly Research Journal, 4(4), 57-61.
Alshammari, S. R. (2019). Data Driven Learning and teaching of prepositions in ESL: A study of Arab learners.
Barabadi, E., & Khajavi, Y. (2017). The effect of data-driven approach to teaching vocabulary on Iranian students’ learning of English vocabulary. Cogent Education, 4(1), 1283876.
Boers, F. (2000). Metaphor awareness and vocabulary retention. Applied linguistics, 21(4), 553-571.
Boers, F., & Demecheleer, M. (2001). Measuring the impact of cross-cultural differences on learners' comprehension of imageable idioms. ELT journal, 55(3), 255-262.
Boers, F., Demecheleer, M., & Eyckmans, J. (2004). Etymological elaboration as a strategy for learning idioms. Vocabulary in a second language: Selection, acquisition and testing, 53-78.
Boers, F., & Lindstromberg, S. (2008). Cognitive linguistic approaches to teaching vocabulary and phraseology (Vol. 6). Walter de Gruyter.
[Record #2382 is using a reference type undefined in this output style.]
Braun, S. (2007). Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora. ReCALL, 19(3), 307-328.
Chambers, A. (2010). What is data-driven learning? In The Routledge handbook of corpus linguistics (pp. 345-358). Routledge.
Chelli, S. (2013). Interlingual or intralingual errors in the use of prepositions and articles.
Cowan, R. (2008). The teacher's grammar of English with answers: A course book and reference guide. Cambridge University Press.
Csábi, S. (2004). A cognitive linguistic view of polysemy in English and its implications for teaching. Cognitive linguistics, second language acquisition, and foreign language teaching, 233, 256.
Evans, V., Bergen, B. K., & Zinken, J. (2007). The cognitive linguistics enterprise: An overview. Equinox.
Flowerdew, J. (2012). Discourse in English language education. Routledge.
Gilquin, G., & Granger, S. (2010). How can data-driven learning be used in language teaching. The Routledge handbook of corpus linguistics, 359370, 359-370.
Guan, X. (2013). A Study on the Application of Data-driven Learning in Vocabulary Teaching and Leaning in China's EFL Class. Journal of Language Teaching & Research, 4(1).
Hashim, R. (1996). Educational dualism in Malaysia: Implications for theory and practice. Oxford University Press Oxford.
Inezan, F. Z., & Najim, Z. T. (2010). Problems and common mistakes on prepositions of place at, in, and on. Journal of the College of Basic Education, 16(64), 87-104.
Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials (Vol. 4). na.
Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students' approaches to corpus investigation.
Kilimci, A. (2017). Integrating cognitive linguistics insights into data-driven learning: teaching vertical prepositions. Journal of Language and Linguistic Studies, 13(2), 681-719.
Lin, M. H. (2021). Effects of data-driven learning on college students of different grammar proficiencies: A preliminary empirical assessment in EFL classes. SAGE Open, 11(3), 21582440211029936.
Luo, Q. (2016). The effects of data-driven learning activities on EFL learners’ writing development. SpringerPlus, 5, 1-13.
Luo, Q., & Zhou, J. (2017). Data-driven Learning in Second Language Writing Class: A Survey of Empirical Studies. International Journal of Emerging Technologies in Learning, 12(3).
Maniam, M., Samuel, S. J., Madya, S., & Assaiqeli, A. (2021). The influence of L1 (Tamil language) in the writing of L2. PSYCHOLOGY AND EDUCATION, 58(2), 1875-1884.
Mishan, F. (2004). Authenticating corpora for language learning: a problem and its resolution. ELT journal, 58(3), 219-227.
[Record #96 is using a reference type undefined in this output style.]
Saslow, J. M., Ascher, A., Morsberger, R. E., Rouse, J. C., Lynn, S., Laporte, P., & Long, W. P. (2006). Top Notch: Fundamentals. Pearson Longman.
Schmidt, R. W. (1990). The role of consciousness in second language learning1. Applied linguistics, 11(2), 129-158.
Song, X. (2013). A cognitive linguistic approach to teaching English prepositions.
Sripicharn, P. (2010). How can we prepare learners for using language corpora. The Routledge handbook of corpus linguistics, 371-384.
Tahaineh, Y. S. (2010). Arab EFL university students’ errors in the use of prepositions. Modern Journal of Applied Linguistics, 1(6), 76-112.
Yang, Y.-F., Wong, W.-K., & Yeh, H.-C. (2013). Learning to construct English (L2) sentences in a bilingual corpus-based system. System, 41(3), 677-690.