@article{oai:kansai-u.repo.nii.ac.jp:00000746,
 author = {Mizumoto, Atsushi and 水本, 篤 and Chujo, Kiyomi and 中條, 清美},
 journal = {English Corpus Studies=英語コーパス研究},
 month = {},
 note = {In this study, a meta-analysis was conducted targeting the studies that employ data-driven learning (DDL) approach in the Japanese EFL classroom context. After a thorough literature search, 32 effect sizes from 14 primary studies that took place in the Japanese EFL classroom were retrieved, coded, and calculated. The synthesized results, based on the classification of the outcome measures, showed that the DDL approach worked well particularly for learning vocabulary items (Level 1: lemma). It also worked positively for basic grammar items (Level 2:
category) and noun and verb phrases (Level 3: phrase). For a proficiency measure, the combined effect size was small. Accordingly, the results of the current metaanalysis would provide further support for the use of DDL approach in the classroom, which could be an alternative methodology for facilitating the learning of lexico-grammatical items. Suggestions for further research and pedagogical implications are provided., This study was supported by JSPS KAKENHI Grant Numbers 26704006 and 25284108.},
 pages = {1--18},
 title = {A Meta-analysis of Data-driven Learning Approach in the Japanese EFL Classroom},
 volume = {22},
 year = {2015}
}