DDL INTEGRATION IN DIFFERENT EAP SCENARIOS OF ACADEMIC WRITING
DOI:
https://doi.org/10.37536/ej.2018.27.1901Keywords:
EAP, writing, authorship, DDL, corporaAbstract
In EAP (English for Academic Purposes) contexts, a holistic view is desirable for research and pedagogy. This mixed-methods approach usually includes quantitative data from language learning situations. For example, pre-tests, post-tests, and delayed post-tests may be exploited for concrete linguistic aspects so that the learners’ performance evolvement with them is measured and contrasted. Other instruments of qualitative observation such as surveys, questionnaires, interviews, and classroom discussion also tend to refine the depiction of the learning profiles and outcomes. In this paper, the goal is to compare different EAP contexts over an 8-year period so that some corpus-related pedagogy issues in EAP may be explored. In particular, the study sets out to compare three different academic scenarios where DDL (Data-Driven Learning) techniques were developed with and for students during the academic writing sessions of the courses. The students were university faculty members (N=20, most with a B1 level), 15 other (graduate) students (mostly B2), and 15 other faculty and graduate students (B2). The DDL method was explored with all three groups, and salient linguistic-discursive features were compared (use of first-person pronouns / awareness of authorship, and importance of active / passive voice in the texts). Furthermore, by using some questionnaires and interviews with the students, additional feedback via their reflections on academic written English was collected. Overall, most students responded positively to the recognition of the learning opportunities offered with DDL for written academic language improvement across and within their fields, although some variations exist within and across groups in terms of learning opportunities and outcomes.
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