The effect of data driven learning on receptive vocabulary knowledge of Yemeni University learners
Vocabulary is of vital importance for EFL learners particularly for its major contribution to reading comprehension. The lack of necessary support for learning vocabulary effectively explains why EFL university learners still have limited vocabulary knowledge. The integration of computer technolog...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Pusat Pengajian Bahasa dan Linguistik, FSSK, UKM
2015
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| Online Access: | http://journalarticle.ukm.my/9065/ http://journalarticle.ukm.my/9065/ http://journalarticle.ukm.my/9065/1/9511-27888-1-PB.pdf |
| Summary: | Vocabulary is of vital importance for EFL learners particularly for its major contribution to reading
comprehension. The lack of necessary support for learning vocabulary effectively explains why EFL university
learners still have limited vocabulary knowledge. The integration of computer technology has offered language
teachers and learners a variety of tools to assist in developing pedagogical practices and language learning.
One of these tools is corpora, also known as data-driven learning (DDL). The purpose of this study is to
examine whether DDL instruction has a significant effect on developing EFL Yemeni learners’ words meaning
as well as the collocation of receptive vocabulary knowledge compared to the dictionary use. The participants
in this study were 60 female second level English language students who were divided into an experimental
group (DDL group) and a control group (dictionary group). The findings from the pretest result demonstrated
comparability of the two groups in two aspects of vocabulary knowledge. However, the results from the posttest
and the delayed posttest showed that the learning outcomes of the DDL group were significantly higher than the
dictionary group. The study findings confirmed the substantial short and long term effects of DDL instructional
method on vocabulary learning. Based on the study results, there is a great need for raising teachers’ and
learners’ awareness of the effectiveness of the DDL method particularly in a Yemeni context where corpus use
is still a novel method for learning. |
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