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THE ROLE OF DATA-DRIVEN LEARNING APPROACH IN TEACHING ENGLISH VOCABULARY TO INTERMADIATE LEARNERS
Maqola haqida umumiy ma'lumotlar
Vocabulary development is an essential aspect of learning a second or foreign language. Therefore, the focus of this research will be on how to increase vocabulary acquisition through the use of data–diven learning approach. The goal of this study was to examine the impact of data-driven learning in acquiring English language vocabulary. As a result, 39 intermediate students participated in this research. Participants were first divided into two groups: Experimental and Control. The participants were taught 80 vocabularies during the course of the treatment's eight sessions. The words were taught through Data-Driven learning to the experimental group, whereas the words were taught conventionally to the control group. Two groups were evaluated (Post-test) after training, and the results were analyzed using JASP statistical software. The mean, variance, and standard deviation of the data were calculated. The results of the tests revealed that the experimental group had made significant development. The use of data-driven learning boosted word learning and retention in the experimental group, but not in the control group, and there was a significant difference between the two groups. Finally, it was determined that data-driven learning was a successful approach for all students in the experimental group.
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Radjabkulov, O. R., & Radjabova, G. G. (2023). THE ROLE OF DATA-DRIVEN LEARNING APPROACH IN TEACHING ENGLISH VOCABULARY TO INTERMADIATE LEARNERS. Academic Research in Educational Sciences, 4(2), 221–231. https://doi.org/
Radjabkulov, Otakhon, and Gulnoza Radjabova,. “THE ROLE OF DATA-DRIVEN LEARNING APPROACH IN TEACHING ENGLISH VOCABULARY TO INTERMADIATE LEARNERS.” Academic Research in Educational Sciences, vol. 2, no. 4, 2023, pp. 221–231, https://doi.org/.
Radjabkulov, R. and Radjabova, G. 2023. THE ROLE OF DATA-DRIVEN LEARNING APPROACH IN TEACHING ENGLISH VOCABULARY TO INTERMADIATE LEARNERS. Academic Research in Educational Sciences. 2(4), pp.221–231.