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Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning

Abstract:
Data-driven learning (DDL; Johns, 1991), involving students’ hands-on use of corpora for self-guided language learning, is a methodology now increasingly used in many tertiary contexts to enhance the teaching of disciplinary postgraduate thesis writing. However, there are still few studies tracking students’ actual engagement with corpora for DDL. This mixed-methods study reports on the tracking of students’ corpus use via a purpose-built corpus query and data visualisation platform integrated into a large postgraduate disciplinary thesis writing program at a university in Hong Kong. Data on corpus usage history (e.g. times of access, duration of use), query syntax (e.g. query lexis/phraseology and use of wildcards and part-of-speech tags), query function (e.g. frequency lists/distribution, concordance sorting and collocation) and query filters (e.g. searches by faculty, discipline, or thesis section) were collected from 327 students spanning over 11,000 individual corpus queries. The results show significant interdisciplinary and inter-/intra-user trends and variation in the use of particular corpus functions and query syntax adopted by corpus users. Students varied in the type of knowledge (e.g. domain-specific, language-specific) they were accessing, and frequently went beyond the exemplars of the DDL course materials to generate unique queries under their own initiative. Qualitative case study data from three corpus users’ activity logs also show distinctive individual corpus engagement by query frequency and function. These data provide a clearer insight into what students actually do during DDL and the different directions and trajectories that individual users take as a result of DDL. All accompanying DDL tasks are also included as supplementary materials.
Author Listing: Peter Crosthwaite;Lillian L.C. Wong;Joyce Siu-Chong Cheung
Volume: 31
Pages: 255-275
DOI: 10.1017/S0958344019000077
Language: English
Journal: ReCALL

ReCALL

RECALL

影响因子:5.7
是否综述期刊:是
是否OA:否
是否预警:不在预警名单内
发行时间:-
ISSN:0958-3440
发刊频率:-
收录数据库:Scopus收录
出版国家/地区:-
出版社:Cambridge University Press

期刊介绍

年发文量 25
国人发稿量 5
国人发文占比 21.05%
自引率 3.5%
平均录取率 -
平均审稿周期 -
版面费 US$3255
偏重研究方向 Multiple-
期刊官网 -
投稿链接 -

质量指标占比

研究类文章占比 OA被引用占比 撤稿占比 出版后修正文章占比
100.00% 64.38% 0.00% 0.00%

相关指数

影响因子
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年发文量
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预警情况

时间 预警情况
2025年03月发布的2025版 不在预警名单中
2024年02月发布的2024版 不在预警名单中
2023年01月发布的2023版 不在预警名单中
2021年12月发布的2021版 不在预警名单中
2020年12月发布的2020版 不在预警名单中

JCR分区 WOS分区等级:Q1区

版本 按学科 分区
WOS期刊SCI分区
(2021-2022年最新版)
LINGUISTICS Q1
LANGUAGE & LINGUISTICS Q1
EDUCATION & EDUCATIONAL RESEARCH Q1

中科院分区

版本 大类学科 小类学科 Top期刊 综述期刊
人文科学
1区
LINGUISTICS
语言学
1区
EDUCATION & EDUCATIONAL RESEARCH
教育学和教育研究
1区
2021年12月
升级版
人文科学
2区
LINGUISTICS
语言学
2区
EDUCATION & EDUCATIONAL RESEARCH
教育学和教育研究
2区
2020年12月
旧的升级版
人文科学
2区
LINGUISTICS
语言学
2区
EDUCATION & EDUCATIONAL RESEARCH
教育学和教育研究
2区
2022年12月
最新升级版
文学
1区
LINGUISTICS
语言学
1区
LANGUAGE & LINGUISTICS
语言与语言学
1区
EDUCATION & EDUCATIONAL RESEARCH
教育学和教育研究
1区