Journal | EL.LE
Journal issue | 8 | 2 | 2019
Research Article | Evaluating Data-Driven Learning Effects in the Italian L2 Classroom
Evaluating Data-Driven Learning Effects in the Italian L2 Classroom
Etic and Emic Perspectives Combined
Abstract
In this article we outline the results of an evaluation of Data-driven learning (DDL) effects in relation to the development of Italian L2 phraseological competence. We do this on the basis on empirical data, by combining an external and objective perspective based on data elicited through a competence test, and an internal and subjective perspective based on data elicited through a student questionnaire. In the first case we refer to etic data, while in the second case we refer to emic data. Overall, the results indicate mild positive effects in terms of etic data, but stronger positive effects in terms of emic data. The article concludes by stressing the importance of combining two perspectives such as the ones adopted in this study, in order to be able to observe some of the many different aspects of educational effectiveness within a single, integrated framework.
Submitted: June 9, 2019 | Accepted: Nov. 2, 2019 | Published April 22, 2020 | Language: en
Keywords DDL • Emic • Etic • Collocations • Italian L2
Copyright © 2019 Luciana Forti. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2019/02/006
