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Knight, Simon; Abel, Sophie; Shibani, Antonette; Goh, Yoong Kuan; Conijn, Rianne; Gibson, Andrew; Vajjala, Sowmya; Cotos, Elena; Sándor, Ágnes; Shum, Simon Buckingham – Journal of Learning Analytics, 2020
Writing analytics has emerged as a sub-field of learning analytics, with applications including the provision of formative feedback to students in developing their writing capacities. Rhetorical markers in writing have become a key feature in this feedback, with a number of tools being developed across research and teaching contexts. However,…
Descriptors: Rhetoric, Documentation, Writing (Composition), Learning Analytics
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Yi-Ju Wu; Hui-Chin Yeh – Educational Technology & Society, 2025
This empirical investigation rigorously evaluated the teaching potential of Data-Driven Learning (DDL) for enhancing the ability of learners to apply 30 near-synonymous change-of-state verbs in two EFL Freshman English courses in a college setting across two semesters. In the study, 32 participants in the experimental group and 22 in the control…
Descriptors: Verbs, Computational Linguistics, Phrase Structure, North American English
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Kietnawin Sridhanyarat; Supong Tangkiengsirisin – LEARN Journal: Language Education and Acquisition Research Network, 2025
The purpose of this study is two-fold: 1) to investigate the effects of Data-Driven Learning (DDL) framed within the Involvement Load Hypothesis (ILH) on Thai learners' use of academic collocations and 2) to examine how Thai learners utilized the involvement load (IL) components (need, search, and evaluation) to master academic collocations. It is…
Descriptors: Learning Analytics, Cognitive Ability, Language Tests, Phrase Structure
Saqr, Mohammed; Peeters, Ward; Viberg, Olga – Research and Practice in Technology Enhanced Learning, 2021
Writing in an academic context often requires students in higher education to acquire a new set of skills while familiarising themselves with the goals, objectives and requirements of the new learning environment. Students' ability to continuously self-regulate their writing process, therefore, is seen as a determining factor in their learning…
Descriptors: Academic Language, Self Management, Learning Strategies, Student Behavior
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Monbec, Laetitia; Tilakaratna, Namala; Brooke, Mark; Lau, Siew Tiang; Chan, Yah Shih; Wu, Vivien – Assessment & Evaluation in Higher Education, 2021
This paper reports on an interdisciplinary pedagogical research project involving academic literacy experts and lecturers at a School of Nursing. Specifically, the paper focusses on the development of a data-driven analytical rubric to teach and assess critical reflections in year-one nursing. The purpose of the project was to support the teaching…
Descriptors: Interdisciplinary Approach, Nursing Education, Literacy, Academic Language
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Hung Tan Ha; Duyen Thi Bich Nguyen; Tim Stoeckel – Language Testing, 2024
Word frequency has a long history of being considered the most important predictor of word difficulty and has served as a guideline for several aspects of second language vocabulary teaching, learning, and assessment. However, recent empirical research has challenged the supremacy of frequency as a predictor of word difficulty. Accordingly,…
Descriptors: Word Frequency, Vocabulary Skills, Second Language Learning, Second Language Instruction
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Baker, Sally; Field, Caitlin; Lee, Jung-Sook; Saintilan, Nicole – Journal of University Teaching and Learning Practice, 2021
While embedding Academic Language and Literacies (ALL) instruction in discipline-specific courses is known to be effective, it is difficult to enact across the siloed university. Moreover, the move to online/ remote delivery during COVID-19 has necessitated greater focus on the development of online supports. This article reports on an effort to…
Descriptors: COVID-19, Pandemics, Electronic Learning, Video Technology