TEACHERS` PERCEPTIONS ABOUT DATA DRIVEN LEARNING (DDL) IN ESL CLASSROOMS

Abstract

DDL has gained widespread attention due to its success in language education. It is a student-centered approach that encourages independent learning as well as the finding of rules and patterns. According to Johns (1988), DDL necessitates a role reversal for both the educators and the pupils involved. Instead of imparting knowledge to students straightforward and unambiguous, the role of the teacher is more like that of a research director and collaborator. The present study aimed to investigate the Teachers’ Perceptions about DDL in ESL classrooms. To meet the objective of the research the researcher used a quantitative research design. Because the study is quantitative, the researcher employed a questionnaire to gather information. Teachers of the Bahawalpur colleges at a postgraduate level were the population of the study. There were thirty teachers in the sample. The data was gathered from respondents using a selective non-random sampling approach. For the analysis of data, the researcher used SPSS software. The tables were designed through SPSS and graphs were formulated through MS Excel. The study's findings demonstrated that although this solution requires far less time and effort from DDL teachers than traditional approaches, it still does. Teachers agreed with the statement that Teaching through the DDL method brings positive changes in ESL learners. The results revealed that Most of the respondents agreed with the statement that, The DDL method of teaching grammar highlights the formal aspects of the target language to the student.DDL materials take a long time to prepare. Although DDL resources are readily available and sufficiently comprehensive toaddress the needs of various defined lessons or situations, their requirements will continue to be one of the most significant barriers preventing their adoption as a standard educational practice.