DDL=John's publication

語料庫協同語言學習法於英語語法教室之長期應用成效：以台灣EFL學生語法能力、自我效益、學習動機、以及學習經驗為研究因素
Effects of Corpus-Aided Language Learning in the Efl Grammar Classroom: a Longitudinal Study on Taiwanese Students$ Grammar Proficiency, Self-Efficacy, Learning Motivation, and Learning Perspectives/Perceptions

「語料驅動學習」（Data-Driven Learning: DDL)為近年外語教學的熱門研究議題，許多 專家學者皆高度肯定它在語言教室的應用，尤其在以英語為外語（English as a Foreign Language: EFL)的課程中，DDL強化學生語法學習效益的潛力更獲得眾多研究理論支 持。然而，在該教學法得以全面地推廣到更多EFL語法教室前，DDL應用於不同教育 文化脈絡的長期成效仍需更多的研究論據支持，尤其在傳統演繹教學法（Traditional Deductive Approach: TDA)相對盛行的教育現場（如許多的台灣英語文法教室），DDL 的實質教學效益更待多元向度的檢視。有鑑於此，本研究擬採長期程比較實徵研究(DDL 實驗組與TDA對照組），從多元變項因素檢視DDL與TDA應用於台灣高等教育EFL 語法教室的成效差異，以客觀呈現DDL在台灣語法教室的適切性。本計晝擬以兩組大 一英文系主修生為研究主體，各組預計30名受試者（共60人），進行一學年（36週） 的教學實驗，檢驗兩組學生在語法能力、語法學習自我效益（self-efficacy)、以及語法 學習動機各方面的表現。此外，本研究亦將採用質性訪談，探究兩組學生的英語語法學 習經驗，並佐以長期實地課堂觀察筆記，深度比較、呈現台灣DDL語法學生的學習經 驗本質，全方位質量化DDL協同英語語法教學的成效。

Over the past years data-driven learning (DDL) has become a popular research topic in the field of foreign language teaching. Many scholars highly approve of its pedagogical applications in language education. It has also received various theoretical supports for its potential effects, particularly in teaching grammar to speakers of English as a second/foreign language (ESL/EFL). However, before DDL can be safely embraced in universal English grammar classes, its pedagogical efficacy must also be tested in wider education-cultural contexts, in specific those where grammar tends to be taught with traditional deductive approach (TDA), such as that in Taiwan. Given this, the current research project entails a long-term (36 weeks) comparative experiment on two groups of first-year English majors (30 students each) who will be taught grammar with either a DDL approach or TDA. The differences (if any) found between the groups will serve as relatively objective evidence judging the pedagogical suitability of DDL-centered treatments on Taiwanese EFL grammar students. To be specific, three critical factors will be quantitatively investigated, including participants5 grammar abilities, self-efficacy in grammar learning, and motivation towards learning grammar. One-on-one interviews, complemented with longitudinal in-class observation notes, will also be conducted to explore in depth the nature of both groups’ grammar learning experience. It is anticipated that the magnitude of this comparative research project will bring forth satisfactory results reflecting the efficacy of DDL in Taiwan’s EFL grammar classroom to a fuller extent.

https://www.grb.gov.tw/search/planDetail?id=11921542




「語料驅動學習法」對不同學習風格者的語法學習發展影響：以台灣EFL學生之語法成就表現、學習動機、自我效益、以及質性學習歷程為研究變項
Effects of Data-Driven Learning on Grammar Students with Different Styles of Learning: an Experimental Assessment of Taiwanese Efl Students' Grammar Performance, Learning Attitudes, and Qualitative Learning Experiences


語料驅動學習（DDL）的研究需求日趨重要，已成為第二外語學習領域的主要研究議題之一。該教學法在多項學習理論上扎根，學者多數肯定其應用於語言教室的可行性，並在各實驗場域中檢驗其教學效力。然而，在DDL得以推廣至更多的英語教室之前，它對不同學習風格的學生之教學效益仍待更多實徵論據支持。此一研究面向相當重要，已有學者於研究建議中共同提出，但目前相關的報告仍甚匱虞，致使該議題成為確立DDL全面效益的未解之題之一。有鑑於此，筆者擬執行一實徵研究，以24週的教學實驗為本，檢驗DDL對不同學習風格的台灣語法學生之效益，並以傳統演繹法（Traditional Deductive Approach: TDA）的學生進行比較。受試者將以四班大一非英文系學生為主，每班75人，其中兩班為DDL 實驗組，另兩班為 TDA 控制組，並以多元變項檢視各組不同學習風格的受試者表現。主要量化變項包括學習風格、語法成就表現、學習動機、自我效益、及教學適切性評量。筆者亦將以團體訪談探究各組不同學習風格的學生在實驗處置過程的學習經驗本質。本研究預計能以此質量多元設計，深度呈現DDL對本國不同學習風格的語法學生之學習成效。


The data-driven learning (DDL) approach has become one of the most popular topics of recent research in the field of second language acquisition. The approach has hitherto depended on various kinds of theoretical support, and many researchers and scholars have also strongly endorsed its pedagogical feasibility in language classrooms. The potential effects of the DDL approach have also been widely examined in a number of experimental sites, particularly in contexts where the teaching of grammar to speakers of English as a second/foreign language (ESL/EFL) is the main focus of investigation. The research has mostly been consistent in finding that DDL is pedagogically effective with ESL/EFL grammar students. However, before DDL can be more widely introduced to English grammar students, its pedagogical effects on students with different learning styles should be tested. This line of inquiry is important not only because it has been proposed frequently but seldom undertaken, even though scholars have deemed it one of the major concerns to verify before approving the efficacy of the method. Looking into this issue is particularly meaningful in educational contexts such as Taiwan’s, where grammar tends to be taught with the traditional deductive approach (TDA). Given these, the principal investigator aims to conduct a research project that entails a long-term (24-week) comparative experiment on four classes of first-year non-English majors (75 students in each class). Two classes will learn grammar with the DDL approach while the other two will be taught grammar with TDA. The differences (if any) found between the DDL and TDA classes are to serve as relatively objective evidence in judging the pedagogical suitability of DDL-centered treatments on Taiwanese EFL grammar students who have different learning styles. Both quantitative and qualitative approaches will be employed for this purpose. To be precise, five major quantitative variables will be accessed. They are participants’ learning styles, grammar performance, motivation to learn grammar, self-efficacy in learning grammar, and pedagogical judgments of the instructional suitability of the treatments they receive. Interviews will then be conducted with groups of learners who have the same learning preferences. The interview accounts will generate evidence for comparing in depth the learning experiences of students who have different learning styles. It is expected that the magnitude of this comparative research project will yield satisfactory results reflecting more amply the overall efficacy of DDL in Taiwan’s EFL grammar classrooms.

https://www.grb.gov.tw/search/planDetail?id=13131193



語料驅動學習：複合學習模式在英語為外語課堂的運用：以假設語氣文法為例

Learning Conditional Clauses with Data-Driven Learning: Integrated Learning Mode Implemented in EFL Classes in Taiwan

王睿賢 , Masters　　Advisor：林銘輝　　

在過去的數十年中，已經有許多關於語料驅動學習（Data-Driven Learning； DDL）的實證研究證實了DDL的效果；然而，現時的研究調查大多主要在研究DDL用於教授相對固定的語言結構的成效，對於DDL在相對抽象的語法教學（如假設語氣）的功效所知甚少。為了彌平研究缺口，且更全面地評估DDL的成效，本研究對臺灣兩組大學一年級的EFL學生進行了實證比較，他們分別進入以DDL或文法翻譯法（Grammar-Translation Method； GTM）教學的兩種課堂，以實體課程搭配遠距教學活動的方式（部分遠距教學模式），學習英文假設語氣的四種條件句。兩組學生在語法上的表現透過前測、後測和延遲後測檢驗，然後透過SPSS的相依樣本t檢定和獨立樣本t檢定進行分析。研究結果指出，兩組學生均顯著改善了他們英文假設語氣的文法使用能力。DDL的表現優於GTM，但DDL的成就測驗分數在延遲後測中退步地比GTM多，由此可推測，DDL可以幫助學習者提高語法能力，但GTM有助於長期表現的發展。在學習動機與自我效能方面，GTM在實驗介入後有統計學上的提升，而DDL則持平，這反映出臺灣學生在某種程度上仍然習慣於GTM等類型的傳統演繹教學法。建議未來的教育工作者在使用DDL或GTM教學時可以權衡兩種方法的優、缺點。

Over the past decades, many empirical studies have been conducted and thrown evidence in support of DDL’s efficacy in general. However, current investigations have mostly been performed to examine the effects of DDL on relatively fixed linguistic patterns. Little has been known about DDL’s efficacy on relatively abstract grammatical rules, such as conditional clauses. To fill this research gap so as to assess the effects of DLL in a fuller degree, this study carried out an empirical comparison between two groups of first-year Taiwanese EFL students who were taught four types of conditional clauses, separately with either DDL or GTM, integrated with distance learning activities. Both groups’ performances in grammar was examined by using pre-, post- and delayed post-tests and then analyzed by means of paired-sample and independent-sample t-tests in SPSS. The results indicated that both groups significantly improved their use of English conditional clauses. DDL outperformed GTM, but DDL’s scores regressed more than GTM’s did in the delayed post-test, which was believed that DDL could help for learners’ grammar improvement, whereas GTM could help with long-term performance. In terms of learners’ motivation and self-efficacy, GTM had statistical gains after the treatment, whereas DDL stayed at the same level, which reflected the fact that to some extent, Taiwanese students are still accustomed to conventional deductive approaches, such as the GTM used here in this study. Future educators may like to weigh the pros and cons of both methods when using either of them.