Abstract

This chapter briefly reviews theoretical concepts and terminology associated with data-driven learning, a hands-on use of corpora by the students. The advantages and limitations of data-driven learning from both the learner’s and instructor’s perspectives are discussed prior to the description of a low-intermediate English classroom mixed-method study that utilized the Corpus of Contemporary American English. Even though the qualitative portion of this study suggested that most students enjoyed completing corpus work, there were no statistically significant changes in the students’ usage of low-, mid-, and high-frequency words across the analyzed writing samples. The chapter closes with a few corpus tools and pedagogical suggestions that can be immediately put into action by instructors willing to try out data-driven learning in their adult low-level language classrooms.

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