Implementing Virtual Indirect Data-Driven Learning and Virtual Traditional Deductive Approach to Teach Cohesive Devices: The Case of Persian High School Students Learning English as a Foreign Language

Implementing Virtual Indirect Data-Driven Learning and Virtual Traditional Deductive Approach to Teach Cohesive Devices: The Case of Persian High School Students Learning English as a Foreign Language | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Implementing Virtual Indirect Data-Driven Learning and Virtual Traditional Deductive Approach to Teach Cohesive Devices: The Case of Persian High School Students Learning English as a Foreign Language Bita Moradi, Adrian Pasquarella This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3900491/v2 This work is licensed under a CC BY 4.0 License Status: Posted Version 2 posted You are reading this latest preprint version Show more versions Abstract Purpose. This study evaluated the effect of indirect Data-Driven Learning (DDL) and Traditional Deductive Approach (TDA) on the knowledge of cohesive devices in a virtual classroom. Design/Methodology/Approach. Thirty-one English as a foreign language learners (EFL) (mean age = 16.25) were randomly assigned to DDL or TDA conditions. The DDL (treatment) group ( N = 16 ) was required to study materials derived from authentic corpora, prepared by their instructor. The TDA (control) group ( N = 15 ) was taught using a formulaic and mechanical structure. Participants took a pre-test, immediate post-test, and delayed post-test of cohesive devices. The DDL participants also completed a semi-structured interview. Findings. The results revealed that although both groups enhanced the knowledge of cohesive devices, indirect DDL yielded more learning gains at post-test. However, the DDL group showed equal learning retention compared to the TDA group at follow-up. Finally, an interview with the indirect DDL participants demonstrated that most of them held positive attitudes toward applying indirect DDL to virtual classrooms. Originality/Value. The study concludes with DDL educational implications and the importance of implementing DDL for young EFL students with intermediate English proficiency using virtual tools. We provide some limitations of the current study and offer suggestions for future research on DDL. data-driven learning computer-assisted learning corpus-aided teaching online learning virtual learning cohesive devices Full Text Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 2 posted You are reading this latest preprint version Show more versions Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3900491","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":269963049,"identity":"db6080e3-9f69-4a47-9ccc-b41772903730","order_by":0,"name":"Bita Moradi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAzUlEQVRIiWNgGAWjYBACA2YwdYCxH8hmeMDAwNhAWAszRMvMBqCWBKK0MEC1bDhArBZzdv6Dn27uuCO7+UbyxgcJDDayQL34gWUzM7N07plnxttupBUbJDCkGRPUYnCYmUE6t+1w4rYbOWYSCQyHE4nRwvwbpGXzjBzzHwkM/4nSwga2ZYNEjhnQ+wcIawH6xcw698xh4xlnnhVLJBgkG88kpMWc/+Dj27k7Dsv2tydv/PChwk62j5AWMEDEhQExylG1jIJRMApGwSjAAgB4gkr0bR8BuQAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0000-0001-8472-8303","institution":"University of Delaware","correspondingAuthor":true,"prefix":"","firstName":"Bita","middleName":"","lastName":"Moradi","suffix":""},{"id":269963050,"identity":"d5a20e03-ec21-45c8-ac91-73da7c73fa52","order_by":1,"name":"Adrian Pasquarella","email":"","orcid":"https://orcid.org/0000-0001-5434-7016","institution":"University of Delaware","correspondingAuthor":false,"prefix":"","firstName":"Adrian","middleName":"","lastName":"Pasquarella","suffix":""}],"badges":[],"createdAt":"2024-01-26 16:23:02","currentVersionCode":2,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-3900491/v2","doiUrl":"https://doi.org/10.21203/rs.3.rs-3900491/v2","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":51434427,"identity":"4ae9dd27-e2f4-45ab-ab8c-f7ed54900586","added_by":"auto","created_at":"2024-02-21 14:37:39","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":286235,"visible":true,"origin":"","legend":"","description":"","filename":"ShortVersionManuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3900491/v2_covered_a1e8ff51-7fe8-486c-b905-d59c53e0082d.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eImplementing Virtual Indirect Data-Driven Learning and Virtual Traditional Deductive Approach to Teach Cohesive Devices: The Case of Persian High School Students Learning English as a Foreign Language\u003c/strong\u003e\u003c/p\u003e","fulltext":[],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":true,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":true,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"data-driven learning, computer-assisted learning, corpus-aided teaching, online learning, virtual learning, cohesive devices","lastPublishedDoi":"10.21203/rs.3.rs-3900491/v2","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3900491/v2","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003ePurpose. \u003c/strong\u003eThis study evaluated the effect of indirect Data-Driven Learning (DDL) and Traditional Deductive Approach (TDA) on the knowledge of cohesive devices in a virtual classroom.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDesign/Methodology/Approach.\u003c/strong\u003e Thirty-one English as a foreign language learners (EFL) (mean age = 16.25) were randomly assigned to DDL or TDA conditions. 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