Investigating corpus driven learning approach on Subject-Verb Agreement (SVA) development among Bangladeshi learners of English

• Main Author: Sultana, Mst Sabina
• Format: Thesis
• Language: English; English; English
• Published: 2024
• Subjects: PE English
• Online Access: https://etd.uum.edu.my/11340/1/permission%20to%20deposit-not%20allow-s904956_0001.pdf; https://etd.uum.edu.my/11340/2/s904956_01.pdf; https://etd.uum.edu.my/11340/3/s904956_02.pdf; https://etd.uum.edu.my/11340/

Corpus-based approaches, also known as "Data-Driven Learning" (DDL), are becoming increasingly popular in various CALL contexts for teaching and learning English grammar. However, there is a significant lack of comprehensive DDL studies in secondary education, as the majority of DDL interventions primarily focus on adult tertiary-level learners. The purpose of this study was to examine a DDL experiment that was carried out with secondary school students in Bangladesh. The focus of the experiment was to assess the progress in grammar skills, specifically subject-verb agreement. To address this issue, this current study utilised an explanatory sequential mixed-method research approach in which quantitative data were collected through a questionnaire as well as pre- and post-tests and qualitative data were collected through semi-structured interviews. A total of 167 ninth-grade students were sampled from a single secondary school located in the Meherpur district of Bangladesh. The findings from the quantitative data revealed that using DDL-based materials for class attendance had a more positive impact on the learners' improvement compared to the conventional teaching method. Furthermore, a semi-structured interview was conducted with the students of the experimental group and teachers to gather their perceptions of the effectiveness of DDL. Most participants found the DDL applications interesting and reported that the instructions were easy to follow. The findings made a significant contribution to the development of teaching methods for Bangladeshi teachers, specifically in promoting autonomous learning among learners. The study also has important implications for researchers, practitioners, and policymakers in terms of the theoretical, pedagogical, and practical aspects of incorporating DDL into the design of English Language Teaching (ELT) methods and approaches. Therefore, it is recommended for English language teachers to utilise the opportunities outlined in this research to enhance L2 grammar learning, introduce innovative teaching methods, and incorporate DDL strategies as additional exercises alongside the main textbook for each course or as comprehensive grammar and vocabulary exercises within a lesson.