Hostname: page-component-848d4c4894-75dct Total loading time: 0 Render date: 2024-05-03T15:39:05.329Z Has data issue: false hasContentIssue false
  • English
  • Français

Charting the landscape of data-driven learning using a bibliometric analysis

Published online by Cambridge University Press:  22 November 2022

Jihua Dong Open the ORCID record for Jihua Dong [Opens in a new window] ,
Yanan Zhao Open the ORCID record for Yanan Zhao [Opens in a new window]  and
Louisa Buckingham Open the ORCID record for Louisa Buckingham [Opens in a new window]
Jihua Dong
Affiliation:
Shandong University, China (dongjihua@sdu.edu.cn)
Yanan Zhao
Affiliation:
Shandong University, China (202220253@mail.sdu.edu.cn)
Louisa Buckingham
Affiliation:
The University of Auckland, New Zealand (l.buckingham@auckland.ac.nz)
Get access Rights & Permissions [Opens in a new window]

Abstract

This study employs a bibliometric approach to analyse common research themes, high-impact publications and research venues, identify the most recent transformative research, and map the developmental stages of data-driven learning (DDL) since its genesis. A dataset of 126 articles and 3,297 cited references (1994–2021) retrieved from the Web of Science was analysed using CiteSpace 6.1.R2. The analysis uncovered the principal research themes and high-impact publications, and the most recent transformative research in the DDL field. The following evolutionary stages of DDL were determined based on Shneider’s (2009) scientific model and the timeline generated by CiteSpace, namely, the conceptualising stage (1980s–1998), the maturing stage (1998–2011), and the expansion stage (2011–now), with Stage 4 just emerging. Finally, the analysis discerned potential future research directions, including the implementation of DDL in larger-scale classroom practice and the role of variables in DDL.

Keywords

data-driven learningco-citation analysisstructural variation analysisbibliometric analysis
Type
Research Article
Information
ReCALL , Volume 35 , Issue 3 , September 2023 , pp. 339 - 355
Check for updates
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of EUROCALL, the European Association for Computer-Assisted Language Learning

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anthony, L. (2004) AntConc (Version 3.0.1). Tokyo: Waseda University. http://www.antlab.sci.waseda.ac.jp/ Google Scholar
Aryadoust, V., Zakaria, A., Lim, M. H. & Chen, C. (2020) An extensive knowledge mapping review of measurement and validity in language assessment and SLA research. Frontiers in Psychology, 11: 1–29. https://doi.org/10.3389/fpsyg.2020.01941 CrossRefGoogle ScholarPubMed
Birkle, C., Pendlebury, D. A., Schnell, J. & Adams, J. (2020) Web of Science as a data source for research on scientific and scholarly activity. Quantitative Science Studies, 1(1): 363–376. https://doi.org/10.1162/qss_a_00018 CrossRefGoogle Scholar
Bloch, J. (2009) The design of an online concordancing program for teaching about reporting verbs. Language Learning & Technology, 13(1): 59–78. https://doi.org/10125/44168 Google Scholar
Borja, A. (2007) Corpora for translators in Spain. The CDJ-GITRAD Corpus and the GENTT Project. In Anderman, G. & Rogers, M. (eds.), Incorporating corpora: The linguist and the translator. Clevedon: Multilingual Matters, 243–265. https://doi.org/10.21832/9781853599873-016 CrossRefGoogle Scholar
Boulton, A. (2008) But where’s the proof? The need for empirical evidence for data-driven learning. In Edwardes, M. (ed.), Proceedings of the BAAL annual conference 2007. London: Scitsiugnil Press, 13–16.Google Scholar
Boulton, A. (2009a) Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1): 37–54. https://doi.org/10.1017/S0958344009000068 CrossRefGoogle Scholar
Boulton, A. (2009b) Data-driven learning: Reasonable fears and rational reassurance. Indian Journal of Applied Linguistics, 35(1): 81–106.Google Scholar
Boulton, A. (2010a) Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3): 534–572. https://doi.org/10.1111/j.1467-9922.2010.00566.x CrossRefGoogle Scholar
Boulton, A. (2010b) Learning outcomes from corpus consultation. In Moreno Jaén, M., Serrano Valverde, F. & Calzada Pérez, M. (eds.), Exploring new paths in language pedagogy: Lexis and corpus-based language teaching. London: Equinox, 129–144.Google Scholar
Boulton, A. (2011) Data-driven learning: The perpetual enigma. In Goźdź-Roszkowski, S. (ed.), Explorations across languages and corpora. Frankfurt: Peter Lang, 563–580. https://doi.org/10.3726/978-3-653-04563-5 Google Scholar
Boulton, A. (2012) Corpus consultation for ESP: A review of empirical research. In Boulton, A., Carter-Thomas, S. & Rowley-Jolivet, E. (eds.), Corpus-informed research and learning in ESP: Issues and applications. Amsterdam: John Benjamins, 261–291. https://doi.org/10.1075/scl.52.11bou CrossRefGoogle Scholar
Boulton, A. (2017) Corpora in language teaching and learning. Language Teaching, 50(4): 483–506. https://doi.org/10.1017/S0261444817000167 CrossRefGoogle Scholar
Boulton, A. & Cobb, T. (2017) Corpus use in language learning: A meta-analysis. Language Learning, 67(2): 348–393. https://doi.org/10.1111/lang.12224 CrossRefGoogle Scholar
Boulton, A. & Tyne, H. (2013) Corpus linguistics and data-driven learning: A critical overview. Bulletin Suisse de Linguistique Appliquée, 97: 97–118.Google Scholar
Boulton, A. & Vyatkina, N. (2021) Thirty years of data-driven learning: Taking stock and charting new directions over time. Language Learning & Technology, 25(3): 66–89. https://doi.org/10125/73450 Google Scholar
Braun, S. (2005) From pedagogically relevant corpora to authentic language learning contents. ReCALL, 17(1): 47–64. https://doi.org/10.1017/S0958344005000510 CrossRefGoogle Scholar
Burnard, L. (ed.) (2004) BNC Baby [CD-ROM]. Oxford: Oxford University Research and Technology Service. http://www.natcorp.ox.ac.uk/corpus/babyinfo.html Google Scholar
Chambers, A. (2005) Integrating corpus consultation in language studies. Language Learning & Technology, 9(2): 111–125. https://doi.org/10125/44022 Google Scholar
Chambers, A. (2007) Popularising corpus consultation by language learners and teachers. In Hidalgo, E., Quereda, L. & Santana, J. (eds.), Corpora in the foreign language classroom. Amsterdam: Rodopi, 3–16.Google Scholar
Chambers, A. (2019) Towards the corpus revolution? Bridging the research–practice gap. Language Teaching, 52(4): 460–475. https://doi.org/10.1017/S0261444819000089 CrossRefGoogle Scholar
Charles, M. (2014) Getting the corpus habit: EAP students’ long-term use of personal corpora. English for Specific Purposes, 35: 30–40. https://doi.org/10.1016/j.esp.2013.11.004 CrossRefGoogle Scholar
Charles, M. (2015) Same task, different corpus: The role of personal corpora in EAP classes. In Leńko-Szymańska, A. & Boulton, A. (eds.), Multiple affordances of language corpora for data-driven learning. Amsterdam: John Benjamins, 131–154. https://doi.org/10.1075/scl.69.07cha Google Scholar
Chen, C. (2012) Predictive effects of structural variation on citation counts. Journal of the American Society for Information Science and Technology, 63(3): 431–449. https://doi.org/10.1002/asi.21694 CrossRefGoogle Scholar
Chen, C. (2017) Science mapping: A systematic review of the literature. Journal of Data and Information Science, 2(2): 1–40. https://doi.org/10.1515/jdis-2017-0006 CrossRefGoogle Scholar
Chen, C., Ibekwe-SanJuan, F. & Hou, J. (2010) The structure and dynamics of cocitation clusters: A multiple-perspective cocitation analysis. Journal of the American Society for Information Science and Technology, 61(7): 1386–1409. https://doi.org/10.1002/asi.21309 CrossRefGoogle Scholar
Chen, M. & Flowerdew, J. (2018) A critical review of research and practice in data-driven learning (DDL) in the academic writing classroom. International Journal of Corpus Linguistics, 23(3): 335–369. https://doi.org/10.1075/ijcl.16130.che CrossRefGoogle Scholar
Chen, M., Flowerdew, J. & Anthony, L. (2019) Introducing in-service English language teachers to data-driven learning for academic writing. System, 87: 102148. https://doi.org/10.1016/j.system.2019.102148 CrossRefGoogle Scholar
Chen, X. L., Zou, D., Xie, H. R. & Su, F. (2021) Twenty-five years of computer-assisted language learning: A topic modeling analysis. Language Learning & Technology, 25(3): 151–185.Google Scholar
Cobb, T. & Boulton, A. (2015) Classroom applications of corpus analysis. In Biber, D. & Reppen, R. (eds.), The Cambridge handbook of English corpus linguistics. Cambridge: Cambridge University Press, 478–497. https://doi.org/10.1017/CBO9781139764377.027 CrossRefGoogle Scholar
Coden, A. R., Pakhomov, S. V., Ando, R. K., Duffy, P. H. & Chute, C. G. (2005) Domain-specific language models and lexicons for tagging. Journal of Biomedical Informatics, 38(6): 422–430. https://doi.org/10.1016/j.jbi.2005.02.009 CrossRefGoogle ScholarPubMed
Cotos, E. (2014) Enhancing writing pedagogy with learner corpus data. ReCALL, 26(2): 202–224. https://doi.org/10.1017/S0958344014000019 CrossRefGoogle Scholar
Craig, I. D., Plume, A. M., McVeigh, M. E., Pringle, J. & Amin, M. (2007) Do open access articles have greater citation impact? A critical review of the literature. Journal of Informetrics, 1(3): 239–248. https://doi.org/10.1016/j.joi.2007.04.001 CrossRefGoogle Scholar
Cresswell, A. (2007) Getting to ‘know’ connectors? Evaluating data-driven learning in a writing skills course. In Hidalgo, E., Quereda, L. & Santana, J. (eds.), Corpora in the foreign language classroom. Amsterdam: Rodopi, 267–287. https://doi.org/10.1163/9789401203906_018 CrossRefGoogle Scholar
Crosthwaite, P., Luciana, & Wijaya, D. (2021) Exploring language teachers’ lesson planning for corpus-based language teaching: A focus on developing TPACK for corpora and DDL. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2021.1995001 CrossRefGoogle Scholar
Crosthwaite, P., Storch, N. & Schweinberger, M. (2020) Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution. Journal of Second Language Writing, 49: 100729. https://doi.org/10.1016/j.jslw.2020.100729 CrossRefGoogle Scholar
Crosthwaite, P., Wong, L. L. C. & Cheung, J. (2019) Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning. ReCALL, 31(3): 255–275. https://doi.org/10.1017/S0958344019000077 CrossRefGoogle Scholar
Daskalovska, N. (2015) Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2): 130–144. https://doi.org/10.1080/09588221.2013.803982 CrossRefGoogle Scholar
Davies, M. (2008) The Corpus of Contemporary American English (COCA). https://www.english-corpora.org/coca/ Google Scholar
Flowerdew, L. (2012) Corpora and language education. Houndmills: Palgrave Macmillan. https://doi.org/10.1057/9780230355569 CrossRefGoogle Scholar
Francis, W. N. & Kučera, H. (1989) Manual of information to accompany a standard corpus of present-day edited American English, for use with digital computers. Brown University, Department of Linguistics.Google Scholar
Frankenberg-Garcia, A. (2012) Learners’ use of corpus examples. International Journal of Lexicography, 25(3): 273–296. https://doi.org/10.1093/ijl/ecs011 CrossRefGoogle Scholar
Frankenberg-Garcia, A. (2014) The use of corpus examples for language comprehension and production. ReCALL, 26(2): 128–146. https://doi.org/10.1017/S0958344014000093 CrossRefGoogle Scholar
Geluso, J. & Yamaguchi, A. (2014) Discovering formulaic language through data-driven learning: Student attitudes and efficacy. ReCALL, 26(2): 225–242. https://doi.org/10.1017/S0958344014000044 CrossRefGoogle Scholar
Gilquin, G. & Granger, S. (2010) How can data-driven learning be used in language teaching? In O’Keeffe, A. & McCarthy, M. (eds.), The Routledge handbook of corpus linguistics. Abingdon: Routledge, 359–370.CrossRefGoogle Scholar
He, C. & Wei, X. (2019) Study of corpus’ influences in EAP research (2009-2018): A bibliometric analysis in CiteSpace. English Language Teaching, 12(12): 59–66. https://doi.org/10.5539/elt.v12n12p59 CrossRefGoogle Scholar
Huang, Z. (2014) The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(2): 163–183. https://doi.org/10.1017/S0958344014000020 CrossRefGoogle Scholar
Hyland, K. & Jiang, F. K. (2021a) A bibliometric study of EAP research: Who is doing what, where and when? Journal of English for Academic Purposes, 49: 100929. https://doi.org/10.1016/j.jeap.2020.100929 CrossRefGoogle Scholar
Hyland, K. & Jiang, F. K. (2021b) Delivering relevance: The emergence of ESP as a discipline. English for Specific Purposes, 64: 13–25. https://doi.org/10.1016/j.esp.2021.06.002 CrossRefGoogle Scholar
Johns, T. (1988) Whence and whither classroom concordancing? In Bongaerts, T., de Haan, P., Lobbe, S. & Wekker, H. (eds.), Computer applications in language learning. Dordrecht: Foris Publications, 9–27. https://doi.org/10.1515/9783110884876-003 CrossRefGoogle Scholar
Johns, T. (1991) From printout to handout: Grammar and vocabulary teaching in the context of data-driven learning. English Language Research Journal, 4: 27–45.Google Scholar
Jung, U. O. H. (2005) CALL: Past, present and future – A bibliometric approach. ReCALL, 17(1): 4–17. https://doi.org/10.1017/S0958344005000212 CrossRefGoogle Scholar
Kennedy, C. & Miceli, T. (2010) Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource. Language Learning & Technology, 14(1): 28–44. https://doi.org/10125/44201 Google Scholar
Kita, K. & Ogata, H. (1997) Collocations in language learning: Corpus-based automatic compilation of collocation and bilingual collocation concordancer. Computer Assisted Language Learning, 10(3): 229–238. https://doi.org/10.1080/0958822970100303 CrossRefGoogle Scholar
Köhler, J., Philippi, S., Specht, M. & Rüegg, A. (2006) Ontology based text indexing and querying for the semantic web. Knowledge-Based Systems, 19(8): 744–754. https://doi.org/10.1016/j.knosys.2006.04.015 CrossRefGoogle Scholar
Lee, H., Warschauer, M. & Lee, J. H. (2019) The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics, 40(5): 721–753. https://doi.org/10.1093/applin/amy012 CrossRefGoogle Scholar
Lei, L. & Liu, D. (2019) Research trends in applied linguistics from 2005 to 2016: A bibliometric analysis and its implications. Applied Linguistics, 40(3): 540–561. https://doi.org/10.1093/applin/amy003 CrossRefGoogle Scholar
Lin, Z. & Lei, L. (2020) The research trends of multilingualism in applied linguistics and education (2000–2019): A bibliometric analysis. Sustainability, 12(15): 6058. https://doi.org/10.3390/su12156058 CrossRefGoogle Scholar
Liu, S. & Zhang, S. (2021) A bibliometric analysis of computer-assisted English learning from 2001 to 2020. International Journal of Emerging Technologies in Learning (iJET), 16(14): 53–67. https://doi.org/10.3991/ijet.v16i14.24151 CrossRefGoogle Scholar
Liu, Y. & Hu, G. (2021) Mapping the field of English for specific purposes (1980–2018): A co-citation analysis. English for Specific Purposes, 61: 97–116. https://doi.org/10.1016/j.esp.2020.10.003 CrossRefGoogle Scholar
Luo, Q. & Zhou, J. (2017) Data-driven learning in second language writing class: A survey of empirical studies. International Journal of Emerging Technologies in Learning (iJET), 12(3): 182–196. https://doi.org/10.3991/ijet.v12i03.6523 CrossRefGoogle Scholar
Meara, P. (2012) The bibliometrics of vocabulary acquisition: An exploratory study. RELC Journal, 43(1): 7–22. https://doi.org/10.1177/0033688212439339 CrossRefGoogle Scholar
Mizumoto, A. & Chujo, K. (2015) A meta-analysis of data-driven learning approach in the Japanese EFL classroom. English Corpus Studies, 22: 1–18.Google Scholar
Murphy, B. (1996) Computer corpora and vocabulary study. The Language Learning Journal, 14(1): 53–57. https://doi.org/10.1080/09571739685200391 CrossRefGoogle Scholar
O’Keeffe, A. (2021) Data-driven learning – A call for a broader research gaze. Language Teaching, 54(2): 259–272. https://doi.org/10.1017/S0261444820000245 CrossRefGoogle Scholar
O’Sullivan, Í. (2007) Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy. ReCALL, 19(3): 269–286. https://doi.org/10.1017/S095834400700033X CrossRefGoogle Scholar
Park, H. & Nam, D. (2017) Corpus linguistics research trends from 1997 to 2016: A co-citation analysis. Linguistic Research, 34(3): 427–457. https://doi.org/10.17250/KHISLI.34.3.201712.008 CrossRefGoogle Scholar
Pérez-Paredes, P. (2022) A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning, 35(1–2): 36–61. https://doi.org/10.1080/09588221.2019.1667832 CrossRefGoogle Scholar
Pérez-Paredes, P., Sánchez-Tornel, M. & Calero, J. M. A. (2012) Learners’ search patterns during corpus-based focus-on-form activities: A study on hands-on concordancing. International Journal of Corpus Linguistics, 17(4): 482–515. https://doi.org/10.1075/ijcl.17.4.02par CrossRefGoogle Scholar
Pritchard, A. (1969) Statistical bibliography or bibliometrics? Journal of Documentation, 25: 348–349. https://doi.org/10.1108/eb026482 Google Scholar
Pritchard, A. & Wittig, G. R. (1981) Bibliometrics: A bibliography and index. Watford: ALLM Books.Google Scholar
Sebastian, Y. & Chen, C. (2021) The boundary-spanning mechanisms of Nobel Prize winning papers. PLOS ONE, 16(8): e0254744. https://doi.org/10.1371/journal.pone.0254744 CrossRefGoogle ScholarPubMed
Shneider, A. M. (2009) Four stages of a scientific discipline; four types of scientist. Trends in Biochemical Sciences, 34(5): 217–223. https://doi.org/10.1016/j.tibs.2009.02.002 CrossRefGoogle ScholarPubMed
Smart, J. (2014) The role of guided induction in paper-based data-driven learning. ReCALL, 26(2): 184–201. https://doi.org/10.1017/S0958344014000081 CrossRefGoogle Scholar
Sun, X. & Hu, G. (2020) Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820954459 CrossRefGoogle Scholar
Vannestål, M. E. & Lindquist, H. (2007) Learning English grammar with a corpus: Experimenting with concordancing in a university grammar course. ReCALL, 19(3): 329–350. https://doi.org/10.1017/S0958344007000638 CrossRefGoogle Scholar
Vyatkina, N. (2016) Data-driven learning for beginners: The case of German verb-preposition collocations. ReCALL, 28(2): 207–226. https://doi.org/10.1017/S0958344015000269 CrossRefGoogle Scholar
Vyatkina, N. (2020) Corpora as open educational resources for language teaching. Foreign Language Annals, 53(2): 359–370. https://doi.org/10.1111/flan.12464 CrossRefGoogle Scholar
Yoon, C. (2011) Concordancing in L2 writing class: An overview of research and issues. Journal of English for Academic Purposes, 10(3): 130–139. https://doi.org/10.1016/j.jeap.2011.03.003 CrossRefGoogle Scholar
Zareva, A. (2017) Incorporating corpus literacy skills into TESOL teacher training. ELT Journal, 71(1): 69–79. https://doi.org/10.1093/elt/ccw045 CrossRefGoogle Scholar
Supplementary material: PDF

Dong et al. supplementary material

Dong et al. supplementary material

Download Dong et al. supplementary material(PDF)
PDF 2.3 MB