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Evaluating Data-Driven Learning Effects in the Italian L2 Classroom

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
EN