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Title Teaching Discourse Markers at Higher Secondary School Level Using Data Driven Learning Approach: An Experimental Study

Author(s) Najam Irshad

Abstract The complexities in defining language concepts persist despite extensive research, something which is also reflected in language teaching. It has, consequently, continued to fall behind. The subject study, experimental in nature, was conducted to see if Data Driven Learning could be an effective teaching methodology for linguistic features which are inconsistent in origins and uses, which in this study are Discourse Markers (DMs). The study sample comprised 90 learners in 12th grade from a school in Abbottabad, divided into 3 groups of 30 each: a control group, treated with the Presentation-Practice-Production (PPP) method; and two experimental groups, each of them treated with hard DDL (computer-based) and soft DDL (paper-based). They were tested using an essay writing exercise and a sentence making exercise, with the objective to find out if the two versions of DDL had higher learning outcomes than the PPP method as well as how they compare with each other. A 3-month delayed post-test was also employed to gauge long-term retention. The theoretical framework forming the basis for the study comprised the Data Driven Learning Approach, the Noticing Hypothesis, Input Enhancement and the Involvement Load Hypothesis. The post-test results were comparable for both versions of DDL in using DMs in diverse ways and applying them in actual text; significantly higher than the control group. All three groups showed a decline in the delayed post-test, however, it was sharper for the SEG and the control group compared to the HEG. Hard DDL demonstrated higher long-term retention, while soft DDL was only slightly better at best. The results imply that Hard DDL has higher involvement load, noticing and cognitive stimulation, leading to a more solid foundation of concepts, while Soft DDL does not have significant benefits over a long time. The results provide grounds Hard DDL can be a suitable and more effective replacement for teaching Discourse Markers at higher secondary level in Pakistan. This research also opens the door to explore the differences in performance of the two different versions of DDL.

Type Thesis/Dissertation

Faculty Languages

Department English

Language English

Publication Date 2024-09-26

Subject Linguistics

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