Implementing Virtual Indirect Data-Driven Learning and Virtual Traditional Deductive Approach to Teach Cohesive Devices: The Case of Persian High School Students Learning English as a Foreign Language

Abstract

Abstract Purpose. This study evaluated the effect of indirect Data-Driven Learning (DDL) and Traditional Deductive Approach (TDA) on the knowledge of cohesive devices in a virtual classroom. Design/Methodology/Approach. Thirty-one English as a foreign language learners (EFL) (mean age = 16.25) were randomly assigned to DDL or TDA conditions. The DDL (treatment) group (N = 16) was required to study materials derived from authentic corpora, prepared by their instructor. The TDA (control) group (N = 15) was taught using a formulaic and mechanical structure. Participants took a pre-test, immediate post-test, and delayed post-test of cohesive devices. The DDL participants also completed a semi-structured interview. Findings. The results revealed that although both groups enhanced the knowledge of cohesive devices, indirect DDL yielded more learning gains at post-test. However, the DDL group showed equal learning retention compared to the TDA group at follow-up. Finally, an interview with the indirect DDL participants demonstrated that most of them held positive attitudes toward applying indirect DDL to virtual classrooms. Originality/Value. The study concludes with DDL educational implications and the importance of implementing DDL for young EFL students with intermediate English proficiency using virtual tools. We provide some limitations of the current study and offer suggestions for future research on DDL.