The Impact of Data-driven Learning based Program on Developing Student Teachers’ Lexico-grammatical Performance Skills in EFL Writing

Abstract

Abstract T he research aimed at investigating the impact of data-driven learning based program on developing student teachers’ lexico-grammatical performance skills in EFL writing. The participants of the study were sixty (60) second year general section student teachers’ in Damietta University, Faculty of Education, Egypt. The research adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) and a control one (n= 30). To collect data, the researcher used multiple instruments: a lexico-grammatical performance skills checklist, an EFL writing skills checklist, computer and internet skills questionnaire, pre-posttest of lexico-grammatical performance skills and an EFL writing test. The researcher taught the experimental group through a program based on DDL while the control group was taught through the regular method of teaching. The results of the research revealed that there was a statistically significant difference between the mean scores of the experimental group and the control group in the lexico-grammatical performance skills and EFL writing skills in favor of the experimental group. The effect size of the program based on DDL was found to be high. The research recommends using data-driven learning based a program as a technique in teaching EFL skills and as a training method in professional development programs of EFL teachers.