Abstract
More than three decades have passed since the term “data-driven learning (DDL)” was coined by Johns. Throughout the past few decades, the amount and depth of empirical research regarding DDL in language education have been largely increased; meanwhile, DDL has been implemented widely in diverse contexts. The DDL approach has been suggested as extremely influential in language education by numerous researchers and practitioners. This chapter aims to present a comprehensive picture of the development and implementation of DDL in language education in various cultural and grade contexts. The main organization of the chapter is twofold. First, the employment of DDL in culturally different countries is introduced. Second, the employment of DDL at different grade and age levels is presented. With the introduction and comparison of different means of employing DDL in language education, this chapter is expected to serve as a general reference guide for language educators and researchers who would like to incorporate DDL in their own practice.
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