NISHIGAKI, Chikako

西垣, 知佳子

data-driven learning（データ駆動型学習）

[SUMMARY] DDL is a method of inquiry-based learning in which students use language data as learning materials to discover language rules on their own. In this study, paper-based DDL, in which language data are printed on paper, was conducted to examine how paper-based DDL improves students’ grammatical knowledge, what discoveries students make, and how they reach their findings during DDL activities. Fifty-seven seventh-grade students participated in the study and learned about third-person singular present verb forms. In the treatment group, students first discovered grammatical rules individually using the paper-based DDL. Students then shared their findings collaboratively in groups. Finally, the whole class shared their findings, which the teacher summarized. In the control group, students extracted target learning items from the reading material in the textbook, and the teacher added explanations using a traditional teacher-led manner. The results of a two-way ANOVA showed that the students in the two classes had similar grammar knowledge about the third-person singular present before the instruction. The increase in scores from the pretest to the posttest showed significant grammar knowledge development in both classes. In the posttest, however, the scores of the DDL class were significantly higher than those of the teacher-led class. In summary, both the DDL class and the teacher-led class acquired grammatical knowledge, but the students in the DDL class understood the grammar target better than those in the teacher-led class. It was also found from students’ notes on a worksheet that the depth and breadth of the discovery of language rules varied from student to student, and students learned from each other, deepening their learning through collaborative learning. Wrong discoveries were also corrected among students. However, some incorrect findings remain and need to be corrected.