"Toward the Establishment of a Data-Driven Learning Model: Role of Learner Factors in Corpus-Based Second Language Vocabulary Learning"
Lee is an associate professor at the Korea Military Academy (KMA) in Seoul, Republic of Korea. He teaches academic and military English, conducts military-related research, and is involved in language related policies, programs, and projects in and outside the Korean military.
Warschauer. who served as Lee's advisor during his doctoral studies, directs UCI's Digital Learning Lab.Lab members study digital media in education, including cloud-based writing, new forms of automated writing assessment, digital scaffolding for reading, one-to-one programs with Chromebooks, and use of interactive mobile robots for virtual inclusion. In higher education, his team is looking at instructional practices in STEM lecture courses, the impact of virtual learning on student achievement, the learning processes and outcomes in Massively Open Online Courses (MOOCs), and the impact on students of multi-tasking with digital media.
We investigated how learner factors, such as vocabulary proficiency, strategy use, and working memory, are associated with successful corpus-based second language (L2) vocabulary learning, in which learners are encouraged to analyze and explore large, structured collections of authentic language data (i.e., corpora) to resolve their lexical issues (i.e., data-driven learning [DDL]). After measuring L2 vocabulary proficiency and working memory capacity, 35 South Korean college students performed a DDL activity during an English reading task using a think-aloud protocol to document their strategy use. Through this we identified participants' lexical inferencing strategy use, including DDL-focused strategies, based on qualitative coding. Using path analysis, we identified that participants' DDL-focused strategy use largely influenced their vocabulary acquisition and retention, highlighting the pedagogical advantages of these strategies for successful DDL. We found that participants' L2 vocabulary proficiency and working memory contributed to their vocabulary acquisition and retention, indicating the roles of these factors in managing cognitive load in DDL. Future investigation into the causal relationship between improved working memory and corpus-based L2 vocabulary learning and the role of other learner factors, including motivation and learning style, is needed to extend our understanding of DDL.
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