Student perceived effectiveness of task-based instructional design of data-driven synonym learning featuring “mini-lecture”

Abstract

Abstract This study evaluates student perceived effectiveness of a guided inductive approach for synonym learning through a 36-week, two-round data-driven learning (DDL) and task-based instruction design. Presented as a student-centered “mini-lecture” task, it integrates pre-task training, during-task guidance, and post-task feedback. Data were collected from 23 business English university students via questionnaires and interviews. Results show that learners generally held consistent positive attitudes toward this long-term data-driven learning. Enhanced instruction in the second round underscored the importance of scaffolding, reducing learners’ anxiety, and promoting cognitive development. Task complexity and language proficiency seemed unrelated to learner perceptions. Although task motivations influenced learners’ perceptions, learners with lower motivation were not overwhelmed by technical difficulties involved in DDL, supporting the effectiveness of the long-term practice in improving learners’ corpus query skills. Learners often used their native language to explain key concepts in the “mini-lecture” presentation. The results suggest the task-based “mini-lecture” design is effective and that guided inductive DDL is a promising alternative in language pedagogy. Based on the findings, a task-based data-driven synonym learning model is proposed.