The effects of data-driven learning (DDL) on the teaching of prepositions of time to Thai learners of pre-intermediate level of English

Name: Chindanai Phongpak

keyword: Data-driven learning

; Language corpora

; Preposition

; Correlation

; Teaching grammar

; Pre-intermediate level of English

Abstract: There have recently been noteworthy studies on new techniques to teach English grammar effectively and the application of language corpora in language classrooms have been recognized as one of those techniques. Although research studies of effectiveness of data-driven learning (DDL) have been conducted in various countries and classroom settings (Chambers and O’sullivan, 2004 ; Cheng et al, 2003 ; Chun, 2016 ; Gavioli and Aston, 2001 ; Jafapor and Koshar, 2006 ; Lah and Yoo, 2015 ; Kennedy and Miceli, 2001 ; Lessard-Clouston and Chang, 2014 ; O’Keefee et al, 2007 ; O'Sullivan, 2007 ; Sripicharn, 2003 ; Timmis, 2005 ; Yuan, 2014), no studies have focused on the use of DDL with young pre-intermediate learners of English. This research study is aimed at exploring the effectiveness of DDL in teaching English prepositions of time to Thai learners at a pre-intermediate level of English. The participants, aged 11-15 years, were selected by a placement test and divided into two groups. The experimental group and the control group were taught three prepositions – in, on, at – by means of the DDL and the conventional method, respectively. The teaching session lasted 10 days consecutively. Within groups, a pretest was administered before the treatment and a posttest was given after the treatment to see if the students received higher scores. Comparisons between the DDL group and the non-DDL group (by means of ANOVAs) within the pretest and the posttest data revealed that the DDL group performed with significantly higher accurately than the non-DDL group on the overall and the individual tests of in and on. In addition, within groups, there were significant relationships between the subjects’ scores on in and on in the pretest and the posttest. As the DDL approach and language corpora were found, in the current study. to have enhanced the learners’ accuracy in using prepositions, this approach should be integrated into ELT grammar lessons. For findings in favor of the DDL approach to be confirmed, it is advised that further studies be conducted with more complex English constructions and with students of different English proficiency levels

Thammasat University. Thammasat University Library

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Pornsiri Singhapreecha

Role: advisor

Created: 2016

Modified: 2021-07-27

Issued: 2021-07-27

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2016.1358

eng

DegreeName: Master of Arts

Level: Master's Degree

Descipline: English Language Teaching

Grantor: Thammasat University

©copyrights Thammasat University

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