a tale of two apps @ AUT

Comparing concordancing of
patterns and words for learners
Presented by Bill Zhi QUAN
Supervisors:
Lynn Grant, Darryl Hocking, Andy Conner

DDL (data-driven learning) may probably be the most
influential and inspiring model of using corpus data
directly in language teaching and learning.
Features:
concordancing – KWIC (key words in context)
great language exposure – enriched and enhanced input
active learner engagement – hands-on discovery learning

Grammar patterns are structured word combinations
phraseological in nature; both lexical and grammatical
PIC (patterns in context) retrieves patterns，or ‘to-the-
point’ instances of a specific structure
expected to extend the basic unit of concordancing from
individual words to multi-word patterns
Mobile PIC: searching patterns in your palm

Research question:
Does the PIC approach
offer any advantage over
the KWIC approach to ESL
(English as a second
language) students for
their academic writing?
Engagement
by query numbers
Efficiency
by time spend
Perceived effectiveness
by feedback

2 cycles, each for 4 weeks
2 apps in 9 tablets (5 vs. 4)
18 intermediate-level learners from International House
9-million words over 9 disciplines, 52 academic core words
3 methods: passively captured logging data, exit
questionnaire and semi-structured interview

Less engaged
Distinctive queries:
3 vs. 6
Queries per session:
2.0 vs 3.25
More efficient
Time:
1.56 min . vs 1.90 min.

Demand for sort-out
1 AKWIC member
suggested to provide
“collocations and phrases”
of the target word;
APIC users “definitely”
enjoyed the sort-out in
advance
Benefits in grammar
AKWIC: mostly helpful for
vocabulary enlargement
APIC: enhancement of
“more grammar-based”
knowledge or general
language proficiency

A mixed picture:
PIC seems to be more efficient,
while less attractive;
It can provide more benefits for
learners, but the potential
advantage is not significant.

a tale of two apps @ AUT

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