Research on the Application of Data-Driven Learning in College English CET-4 Writing Instruction
Abstract
This study focuses on the in-depth integration of Data-Driven Learning (DDL) and blended teaching, constructing a college English
instructional model tailored to CET-4 writing. Prior to class, leveraging COCA, CAE, and a self-constructed "CET-4 authentic test corpus",
teachers curate three-tiered difficulty-indexed resource packages and deploy "micro-retrieval" tasks via Rain Classroom. This guides students
to identify high-scoring collocations and cohesive golden sentences, thereby establishing an evidence pool. During class, through evidence
sharing, rule negotiation, and immediate transfer writing, students internalize the "golden sentences" and align their writing practices with the
CET-4 scoring rubrics. Post-class, the iWrite system automatically links error indexes based on CET-4 evaluation dimensions. Students then
engage in re-retrieval, revision, and reflection, generating metrics including a "golden sentence reuse rate" and a score prediction curve. In this
process, DDL evolves into a "high-scoring scaffold for CET-4 writing", facilitating a positive cycle of "promoting learning through assessment
and supporting assessment through learning".
instructional model tailored to CET-4 writing. Prior to class, leveraging COCA, CAE, and a self-constructed "CET-4 authentic test corpus",
teachers curate three-tiered difficulty-indexed resource packages and deploy "micro-retrieval" tasks via Rain Classroom. This guides students
to identify high-scoring collocations and cohesive golden sentences, thereby establishing an evidence pool. During class, through evidence
sharing, rule negotiation, and immediate transfer writing, students internalize the "golden sentences" and align their writing practices with the
CET-4 scoring rubrics. Post-class, the iWrite system automatically links error indexes based on CET-4 evaluation dimensions. Students then
engage in re-retrieval, revision, and reflection, generating metrics including a "golden sentence reuse rate" and a score prediction curve. In this
process, DDL evolves into a "high-scoring scaffold for CET-4 writing", facilitating a positive cycle of "promoting learning through assessment
and supporting assessment through learning".
Keywords
Data-Driven Learning (DDL); Blended teaching; CET-4 writing; Instructional model; High-scoring scaffold; Corpus-based teaching
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PDFReferences
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DOI: http://dx.doi.org/10.70711/neet.v3i12.8254
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