An Experimental Study on the Application of Data-driven Learning in Secondary Education
DOI:
https://doi.org/10.56028/aehssr.11.1.17.2024Keywords:
data-driven learning (DDL); English passive voice; grammar instruction; secondary education.Abstract
This experimental study investigates the impact of data-driven learning (DDL) on the acquisition of the grammar instruction among middle school students, focusing on the English passive voice, a grammatical structure that poses challenges for Chinese students due to its divergence from Chinese passives with retained objects. The findings indicate a significant improvement in the experimental group’s ability to apply the English passive voice to translate special Chinese passives, underscoring the potential of DDL as a pedagogical tool for grammar instruction.
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Published
2024-06-20