The Integration of Individual and Cooperative Data-Driven Learning (DDL) as a Learning Innovation to Promote Collocational Acquisition
DOI:
https://doi.org/10.17507/tpls.1606.24Keywords:
Data-Driven Learning (DDL), collocational acquisition, cooperative learning, autonomous learning, quality educationAbstract
Collocational competence is a crucial component of English as a Foreign Language (EFL) learners’ linguistic knowledge, contributing to fluency, accuracy, and naturalness in communication. Despite its importance, Thai EFL learners frequently experience difficulties in acquiring English collocations, and effective instructional approaches to address this issue remain underexplored. To bridge this gap, the present study investigates the integration of individual and cooperative Data-Driven Learning (DDL) as an innovative approach to teaching English adjective-noun collocations in EFL classrooms. A quasi-experimental study employing a One-Group Pretest-Posttest Design was conducted with 50 Thai EFL learners over a 12-week period, during which target adjective-noun collocations were studied through a combination of individual and cooperative DDL activities. The findings revealed that the integrated DDL approach significantly enhanced learners’ collocational knowledge, particularly in recognizing and categorizing collocational patterns. However, its impact on productive use was comparatively limited, indicating the need for more targeted practice to facilitate the transfer of receptive knowledge into active production. In addition, Thai EFL learners revealed positive attitudes toward the integrated DDL activities, particularly valuing their interactive and engaging features. Overall, the study underscores the pedagogical potential of integrating individual and cooperative DDL as an effective instructional innovation that promotes collocational competence while fostering an active learner-centered and inclusive learning environment for Thai EFL learners who may be disadvantaged by traditional teacher-centered instruction.
References
Ashouri, S., Arjmandi, M., & Rahimi, R. (2014). The impact of corpus-based collocation instruction on Iranian EFL learners’ collocation learning. Universal Journal of Educational Research, 2(6), 470–479.
Barabadi, E., & Khajavi, Y. (2017). The effect of data-driven learning on the acquisition of collocations in Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 6(7), 185–191.
Binkai, J. (2012). An empirical study on corpus-driven English vocabulary learning in China. English Language Teaching, 5(4), 131–137.
Boulton, A. (2010). Data-Driven Learning: Taking the computer out of the equation. Language Learning, 60, 534-572.
Boonraksa, T., & Naisena, S. (2022). A study on English collocation errors of Thai EFL students. English Language Teaching, 15(1), 164–173.
Boonyasaquan, S. (2006). An analysis of collocational violations in translation. Journal of Humanities, 27(2), 79-91.
Chambers, A. (2005). Integrating corpus consultation in language studies. Language Learning & Technology, 9(2), 111–125.
Chiranorawanit, K., & Sripicharn, P. (2024). Teacher scaffolding in data-driven learning: An analysis of elicitations to assist concordance reading. Journal of Studies in the English Language, 19(3), 30–62.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Merrill Prentice Hall.
Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188.
Farr, F. (2008). Evaluating the use of corpus-based instruction in a language teacher education context: Perspectives from the users. Language Awareness, 17(1), 25-43.
Haji, S., Sulyaningsih, I., & Meilinda, L. (2017). The investigation of productive and receptive competence in V + N and Adj + N collocations among Indonesian EFL learners. Indonesian Journal of Applied Linguistics, 7(3), 559–568.
He, M., & Qin, X. (2024). Empowering autonomy in language learning: The sustainable impact of data-driven learning on noun collocation acquisition. Humanities and Social Sciences Communications, 11, 1-14.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
Hoey, M. (2005). Lexical priming: A new theory of words and language. Routledge.
Johns, T. (1991). Should you be persuaded: Two examples of Data-driven Learning. English Language Journal, 4, 1-16.
Jones, C., & Waller, D. (2015). Corpus Linguistics for Grammar: A guide for Research. Routledge.
Khemkullanat, P., & Khongput, S. (2023). The Effectiveness of Corpus-Assisted Approach in Learning Grammatical Collocations of Thai Undergraduate Students in an EFL Classroom. rEFLections, 30(3), 913–939.
Kulsitthiboon, S., & Pongpairoj, N. (2018). Cooperative corpus consultation for acquisition of Adjective + Preposition collocations. GEMA Online Journal of Language Studies, 18(3), 57-72.
Lewis, M. (2000). Teaching collocation: Further development in the lexical approach. Language Teaching Publications.
Mallikamas, P., & Pongpairoj, N. (2005). Thai learners’ knowledge of English collocations. HKBU Papers in Applied Language Studies, 5, 1-28.
McCarthy, M., & O’Dell, F. (2005). English collocations in use: Intermediate. Cambridge University Press.
Nation, I. S. P. (2008). Teaching vocabulary: Strategies and techniques. Heinle Cengage Learning.
Phoocharoensil, S. (2011). Collocational errors in EFL learners’ interlanguage. Journal of Education and Practice, 2(3), 103-120.
Saito, K., & Liu, Y. (2021). Roles of collocation in L2 oral proficiency revisited: Different tasks, L1 vs. L2 raters, and cross-sectional vs. longitudinal analyses. Second Language Research, 38(3), 531-554.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge University Press.
Sripicharn, P. (2002). Introducing data-driven learning: Theory, practice, and evaluation. Journal of Liberal Arts, 2(2), 100-111.
Sridhanyarat, K., & Tangkiengsirisin, S. (2025). The Effects of the ILH-based DDL on the Ability of Thai EFL Learners to Use Academic Collocations. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 190–211.
Timmis, I. (2015). Corpus Linguistics for ELT: Research and Practice. Routledge.
Tosun, S., & Sofu, H. (2023). The effectiveness of data-driven vocabulary learning: Hands-on concordancing through a pedagogical corpus. Journal of Language and Education, 9(3), 177–191.
Wray, A. (2009). Formulaic language and the lexicon. Cambridge University Press.
Yaemtui, W., & Phoocharoensil, S. (2019). Effectiveness of Data-driven Learning (DDL) on enhancing high-proficiency and low-proficiency Thai EFL undergraduate students Collocational Knowledge. The Asian EFL Journal, 23(3.2), 290-314.
Yumanee, C., & Phoocharoensil, S. (2013). Analysis of collocational errors of Thai EFL students. Language Education and Acquisition Research Network, 6(1), 90-100.
