Evaluating Data-Driven Learning Effects in the Italian L2 Classroom

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Campo DC	Valore
dc.identifier	ECF_article_2951
dc.title	Evaluating Data-Driven Learning Effects in the Italian L2 Classroom. Etic and Emic Perspectives Combined
dc.contributor.author	Forti Luciana
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.type	Articolo
dc.language.iso	en
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2019/2/evaluating-data-driven-learning-effects-in-the-ita/
dc.description.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.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 8 \| Num. 2 \| Luglio 2019
dc.issued	2020-04-22
dc.dateAccepted	2019-11-02
dc.dateSubmitted	2019-06-09
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2019/02/006
dc.peer-review	yes
dc.subject	Collocations
dc.subject	Collocations
dc.subject	DDL
dc.subject	DDL
dc.subject	Emic
dc.subject	Emic
dc.subject	Etic
dc.subject	Etic
dc.subject	Italian L2
dc.subject	Italian L2

Articolo
open access peer reviewed

Etic and Emic Perspectives Combined

Luciana Forti Università per Stranieri di Perugia, Italia

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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.

Pubblicato

22 Aprile 2020

Accettato

02 Novembre 2019

Presentato

09 Giugno 2019

Lingua

Keywords: Italian L2 • Emic • Collocations • Etic • DDL

permalink http://doi.org/10.30687/ELLE/2280-6792/2019/02/006

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.

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