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Investigating the role of data driven learning in improving lexico grammar and overall writing performance of efl learners at american academy language center

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“MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY LÊ NGỌC QUỲNH NHƯ INVESTIGATING THE ROLE OF DATA-DRIVEN LEARNING IN IMPROVING LEXICO-GRAMMAR AND | OVERALL WRITING PERFORMANCE OF EFL LEARNERS AT AMERICAN ACADEMY LANGUAGE CENTER = Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code: 60140111 [E2yiiP THU VIEN MASTER OF ARTS IN TESOL Supervisor: LUU TRONG TUAN, Ph.D HO CHI MINH City, 2015 ABSTRACT It is becoming increasingly difficult to ignore the importance of using appropriate vocabulary in writing process: of EFL Furthermore, the common learners in the world problem of several EFL generally and Vietnam in particular learners is the lack of ability to apply grammar and vocabulary into their writing, even they can handle the grammar and vocabulary exercises pretty well Therefore in the last three decades, Corpus, which is an increasingly important area in applied linguistics, has appeared, and quickly it opens a new route to develop and improve the quality of teaching writing The aim of this study was to investigate the effectiveness of Corpus or Data-Driven Learning in building lexico-grammar to improve learners’ writing performance Moreover the paper also examined learners’ attitudes towards writing learning through Data-Driven Learning Forty pre - intermediate EFL learners, who were chosen to take part in the eleven-week writing class, were divided into two groups: control and experimental with twenty participants for each Quantitative data of this quasi experimental research were collected through pretest, post-test :_ and questionnaire at the end ofthe course { The results of this research proved that the writing performance positively related to DataDriven Learning through building lexico-grammar, and there was a positive relationship between writing learning through Data-Driven Learning and students’ attitudes In addition, the findings of this research supported the idea that learners could control their writing learning process by themselves The study also made some contributions into the development in the field ofwriting teaching through Corpus iii TABLE OF CONTENTS Page Statement of authorship — .ÔỎ AcknowledЀITNTIES - - G6

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