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Data-Driven Learning in the Context of the EFL Classroom: A Systematic Review for the Period 2016-2019

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dc.contributor.authorGarcía Vicuña, Aida
dc.contributor.directorMartín Monje, Elena
dc.date.accessioned2024-05-20T12:12:19Z
dc.date.available2024-05-20T12:12:19Z
dc.date.issued2020-09
dc.description.abstractThis paper discusses the trends in Data-driven learning (DDL) within the English as a Foreign Language (EFL) context. Commonalities were extracted from 26 selected papers in a systematic manner. Following Pérez-Paredes’ previous review (2019), a corpus-based analysis was also conducted on the selected literature. Results show that the trend on lack of theorisation continues, that research on DDL is scarce and that the majority of it is experimental and effectsoriented. It was also found that research was conducted mainly in East-Asian countries in the context of higher-education. The present study attempts to elucidate the reasons for current trends on direct corpora use in EFL learning.en
dc.description.versionversión final
dc.identifier.urihttps://hdl.handle.net/20.500.14468/13284
dc.language.isoen
dc.publisherUniversidad Nacional de Educación a Distancia (España). Facultad de Filología. Departamento de Filologías Extranjeras y sus Lingüísticas
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.degreeGrado en Estudios Ingleses: Lengua, Literatura y Cultura
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject.keywordsDDL
dc.subject.keywordscorpora
dc.subject.keywordsEFL
dc.subject.keywordssecond language learning
dc.subject.keywordssystematic review
dc.titleData-Driven Learning in the Context of the EFL Classroom: A Systematic Review for the Period 2016-2019es
dc.typeproyecto fin de carreraes
dc.typebachelor thesisen
dspace.entity.typePublication
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