A Longitudinal Study of Student-Led Corpus Queries in Secondary School Data-Driven Learning Contexts

Abstract

This longitudinal study evaluates the role of enhanced student engagement in corpus queries via student-led queries and how these tasks impact proficiency and autonomous learning performance in secondary school students in the context of corpus learning and corpus-informed DDL activities. This mixed-methods study engaged a qualitative and quantitative participant field study evaluation model that utilized interviews and surveys alongside pre and post study instruments. This study monitored participant progress in fluency of grammar and language and documented a statistically significant 15 to 20% improvement across all participants. Increased engagement in corpus queries suggested a direct positive correlation to improvement in language proficiency. This further validates the positive impact that Data Driven Learning (DDL) techniques can have on independent learning and active engagement with language constructs. Mobile-Assisted Language Learning (MALL) was discussed both as a possible integration strategy for a refugee participant and a social learning tool for self-paced language integration. Concerns for socially adapting these self-paced learning constructs were noted. This study adds to current literature to corpus informed pedagogy and the study of language improvement initiated through student generated queries. This study advocates for the infusion of corpus DDL pedagogy into language acquisition activities and practices. Adding to the literature is a concern for language learning autonomy and social refugee population flexibility. These students need a socially learning construct for the acquisition of the language of the host. More studies need to be done on the impact of DDL in other context and on the impact of corpus tools DDL.