References
- Allan, R. (2010). Concordances versus dictionaries: Evaluating approaches to word learning in ESOL. In R. Chacón-Beltrán, C. Abello-Contesse, M. Mar Torreblanca-López, & M. Dolores López-Jiménez (Eds.), Further insights into non-native vocabulary teaching and learning (pp. 112–125). Clevedon: Multilingual Matters.
- Baddeley, A. D. (1997). Human memory: Theory and practice. Hove: Psychology Press.
- Belz, J. A., & Vyatkina, N. (2008). The pedagogical mediation of a developmental learner corpus for classroom-based language instruction. Language Learning & Technology, 12(3), 33–52.
- Boulton, A. (2009). Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(01), 37–54. Retrieved from https://doi.org/10.1017/S0958344009000068
- Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393.
- Bowker, L. (1999). Exploring the potential of corpora for raising language awareness in student translators. Language Awareness, 8(3–4), 160–173. Retrieved from https://doi.org/10.1080/09658419908667126
- Bowles, M., & Leow, R. P. (2005). Reactivity and type of verbal report in SLA research methodology: Expanding the scope of investigation. Studies in Second Language Acquisition, 27(3), 415–440.
- Chambers, A. (2005). Integrating corpus consultation in language studies. Language Learning & Technology, 9(2), 111–125.
- Chambers, A., & O’Sullivan, I. (2004). Corpus consultation and advanced learners’ writing skills in French. ReCALL, 16(1), 158–172. Retrieved from https://doi.org/10.1017/S0958344004001211
- Chan, T., & Liou, H. C. (2005). Effects of web-based concordancing instruction on EFL students’ learning of verb – noun collocations. Computer Assisted Language Learning, 18(3), 231–251. Retrieved from https://doi.org/10.1080/09588220500185769
- Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System, 25(3), 301–315. Retrieved from https://doi.org/10.1016/S0346-251X(97)00024-9
- Cobb, T. (1999a). Applying constructivism: A test for the learner as a scientist. Educational Technology Research and Development, 47(3), 15–31.
- Cobb, T. (1999b). Breadth and depth of lexical acquisition with hands-on concordancing. Computer Assisted Language Learning, 12(4), 345–360. Retrieved from https://doi.org/10.1076/call.12.4.345.5699
- Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. Retrieved from https://doi.org/10.1016/S0022-5371(72)80001-X
- Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130–144. Retrieved from https://doi.org/10.1080/09588221.2013.803982
- Davies, M. (2008). The Corpus of Contemporary American English: 450 million words, 1990–present. Retrieved from http://corpus.byu.edu/coca/
- Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA; London: MIT Press.
- Field, A. (2005). Discovering statistics using SPSS. (2nd ed.). London: Sage.
- Flowerdew, L. (2012). Corpora and language education. Basingstoke, England: Palgrave Macmillan.
- Frankenberg-Garcia, A. (2012). Learners’ use of corpus examples. International Journal of Lexicography, 25(3), 273–296. Retrieved from https://doi.org/10.1093/ijl/ecs011
- Frankenberg-Garcia, A. (2014). The use of corpus examples for language comprehension and production. ReCALL, 26(02), 128–146. Retrieved from https://doi.org/10.1017/S0958344014000093
- Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32(3), 301–319. Retrieved from https://doi.org/10.1016/j.system.2004.04.001
- Gilmore, A. (2009). Using online corpora to develop students’ writing skills. ELT Journal, 63(4), 363–372. Retrieved from https://doi.org/10.1093/elt/ccn056
- Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies: Theory and practice. London: Routledge.
- Huang, Z. (2014). The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing. ReCALL, 26(02), 163–183.
- Johns, T. (2002). Data-driven learning: The perpetual challenge. In B. Kettemann, & G. Marko (Eds.), Teaching and learning by doing corpus analysis (pp. 107–117). Amsterdam: Rodopi.
- Karras, J. N. (2016). The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam. ReCALL, 28(02), 166–186. Retrieved from https://doi.org/10.1017/S0958344015000154
- Kaur, J., & Hegelheimer, V. (2005). ESL students’ use of concordance in the transfer of academic word knowledge: An exploratory study. Computer Assisted Language Learning, 18(4), 287–310. Retrieved from https://doi.org/10.1080/09588220500280412
- Kennedy, C., & Miceli, T. (2001). An evaluation of intermediate students’ approaches to corpus investigation. Language Learning & Technology, 5(3), 77–90.
- 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.
- Lai, S. L., & Chen, H. J. H. (2015). Dictionaries vs concordancers: Actual practice of the two different tools in EFL writing. Computer Assisted Language Learning, 28(4), 341–363. Retrieved from https://doi.org/10.1080/09588221.2013.839567
- Laufer, B. (2011). The contribution of dictionary use to the production and retention of collocations in a second language. International Journal of Lexicography, 24(1), 29–49. Retrieved from https://doi.org/10.1093/ijl/ecq039
- Lee, D., & Swales, J. (2006). A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora. English for Specific Purposes, 25(1), 56–75. Retrieved from https://doi.org/10.1016/j.esp.2005.02.010
- Lee, H., Warschauer, M., & Lee, J. H. (2018). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics. Advance online publication. https://doi.org/10.1093/applin/amy012
- Leech, G. (1997). Teaching and language corpora: A convergence. In A. Wichmann, S. Fligelstone, T. McEnery, & G. Knowles (Eds.), Teaching and language corpora (pp. 1–23). New York: Addison Wesley Longman.
- Lew, R. (2004). Which dictionary for whom? Receptive use of bilingual, monolingual and semi-bilingual dictionaries by Polish learners of English. Poznan: Motivex.
- Mizumoto, A., & Chujo, K. (2015). A meta-analysis of data-driven learning approach in the Japanese EFL classroom. English Corpus Studies, 22, 1–18.
- Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
- O’Sullivan, Í., & Chambers, A. (2006). Learners’ writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing, 15(1), 49–68. Retrieved from https://doi.org/10.1016/j.jslw.2006.01.002
- Park, K., & Kinginger, C. (2010). Writing/thinking in real time: Digital video and corpus query analysis. Language Learning & Technology, 14(3), 31–50.
- Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. Retrieved from https://doi.org/10.1111/lang.12079
- Poole, R. (2012). Concordance-based glosses for academic vocabulary acquisition. CALICO Journal, 29(4), 679–693.
- Rezaee, A. A., Marefat, H., & Saeedakhtar, A. (2015). Symmetrical and asymmetrical scaffolding of L2 collocations in the context of concordancing. Computer Assisted Language Learning, 28(6), 532–549. Retrieved from https://doi.org/10.1080/09588221.2014.889712
- Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
- Smart, J. (2014). The role of guided induction in paper-based data-driven learning. ReCALL, 26(02), 184–201. Retrieved from https://doi.org/10.1017/S0958344014000081
- St. John, E. (2001). A case for using a parallel corpus and concordancer for beginners of a foreign language. Language Learning & Technology, 5(3), 185–203.
- Sun, Y. C. (2003). Learning process, strategies and web-based concordancers: A case study. British Journal of Educational Technology, 34(5), 601–613. Retrieved from https://doi.org/10.1046/j.0007-1013.2003.00353.x
- Sun, Y. C., & Wang, L. Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83–94. Retrieved from https://doi.org/10.1076/call.16.1.83.15528
- Thurston, J., & Candlin, C. N. (1998). Concordancing and the teaching of the vocabulary of academic English. English for Specific Purposes, 17(3), 267–280. Retrieved from https://doi.org/10.1016/S0889-4906(97)00013-6
- Todd, R. W. (2001). Induction from self-selected concordances and self-correction. System, 29(1), 91–102. Retrieved from https://doi.org/10.1016/S0346-251X(00)00047-6
- Tongpoon, A. (2009). The enhancement of EFL learners’ receptive and productive vocabulary knowledge through concordance-based methods (Unpublished doctoral dissertation). Northern Arizona University, USA.
- Tribble, C., & Jones, G. (1990). Concordances in the classroom. Harlow: Longman.
- Tsai, K. J. (2011). A multidimensional investigation of a data-driven approach to learning collocations (Unpublished doctoral dissertation). University of Bristol, UK.
- Vyatkina, N. (2016). Data-driven learning for beginners: The case of German verb-preposition collocations. ReCALL, 28(02), 207–226. Retrieved from https://doi.org/10.1017/S0958344015000269
- Wade, S. E. (1990). Using think alouds to assess comprehension. The Reading Teacher, 43(7), 442–451.
- Yeh, Y., Liou, H. C., & Li, Y. H. (2007). Online synonym materials and concordancing for EFL college writing. Computer Assisted Language Learning, 20(2), 131–152. Retrieved from https://doi.org/10.1080/09588220701331451
- Yoon, C. (2016). Concordancers and dictionaries as problem-solving tools for ESL academic writing. Language Learning & Technology, 20(1), 209–229.
- Yoon, H. (2008). More than a linguistic reference: The influence of corpus technology on L2 academic writing. Language Learning & Technology, 12(2), 31–48.
- Yoon, H., & Jo, J. W. (2014). Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing. Language Learning & Technology, 18(1), 96–117.