Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-5b777bbd6c-gtgcz Total loading time: 0 Render date: 2025-06-19T09:59:18.630Z Has data issue: false hasContentIssue false
Series:   Elements in Language Teaching

Data-driven Learning in and out of the Language Classroom

Published online by Cambridge University Press:  16 May 2025

Pascual Pérez-Paredes  and
Alex Boulton
Pascual Pérez-Paredes
Affiliation:
University of Murcia
Alex Boulton
Affiliation:
University of Lorraine

Summary

Data-Driven Learning (DDL) can be broadly defined as the use of corpus tools and techniques for learners and teachers of foreign or second language, typically in the form of concordances derived from authentic texts for inductive learning of lexicogrammar. This Element is a practical guide for language teachers and graduate students intending to explore or upgrade their use of corpora in the language classroom and beyond. In today's context, where advances in computing and information processing dominate our social and professional interactions, the use of corpora emerges as a prime resource with which to approach data-driven language learning and teaching, developing language awareness, noticing skills and critical thinking for learning that generative AI cannot do for you.
Get access

Keywords

Corpora and language teachingcorpus literacydigital language learningcorpora and language learningData-Driven Learning
Type
Element
Information
Series: Elements in Language Teaching
Online ISBN: 9781009511384
Publisher: Cambridge University Press
Print publication: 12 June 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Element purchase

Temporarily unavailable

References

Ackermann, K., & Chen, Y.-H. (2013). Developing the academic collocation list (ACL): A corpus-driven and expert-judged approach. Journal of English for Academic Purposes, 12, 235–247. https://doi.org/10.1016/j.jeap.2013.08.002.CrossRefGoogle Scholar
Adolphs, S., & Carter, R. (2003). ‘And she’s like it’s terrible, like.’ Spoken discourse, grammar and corpus analysis. International Journal of English Studies, 3(1), 45–56.Google Scholar
Amano, T., Ramírez-Castañeda, V., Berdejo-Espinola, V. et al. (2023). The manifold costs of being a non-native English speaker in science. PLoS Biology, 21(7), e3002184. https://doi.org/10.1371/journal.pbio.3002184.CrossRefGoogle ScholarPubMed
Anthony, L. (2024). Addressing the challenges of Data-Driven learning through corpus tool design: In conversation with Laurence Anthony. In Crosthwaite, P. (Ed.), Corpora for language learning: Bridging the research-practice divide (pp. 9–24). London: Routledge. https://doi.org/10.4324/9781003413301-2.CrossRefGoogle Scholar
Baker, P. (2009). The BE06 Corpus of British English and recent language change. International Journal of Corpus Linguistics, 14(3), 312–337. https://doi.org/10.1075/ijcl.14.3.02bak.CrossRefGoogle Scholar
Ballance, O. J. (2017). Pedagogical models of concordance use: Correlations between concordance user preferences. Computer Assisted Language Learning, 30(3–4), 259–283. https://doi.org/10.1080/09588221.2017.1307228.CrossRefGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. London: Pearson.Google Scholar
Boulton, A. (2015). Applying Data-Driven learning to the web. In Leńko-Szymańska, A. & Boulton, A. (Eds.), Multiple affordances of language corpora for Data-Driven learning (pp. 267–295). Amsterdam: John Benjamins. https://doi.org/10.1075/scl.69.13bou.Google Scholar
Boulton, A. (2021). Research in Data-Driven learning. In Pérez-Paredes, P. & Mark, G. (Eds.), Beyond the concordance: Corpora in language education (pp. 9–34). Amsterdam: John Benjamins. https://doi.org/10.1075/scl.102.01bou.CrossRefGoogle Scholar
Boulton, A. (2024). Corpus à volonté: À l’écoute des étudiants. Humanités, Didactiques, Recherches, 4, 117–136.Google Scholar
Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393. https://doi.org/10.1111/lang.12224.CrossRefGoogle Scholar
Boulton, A., & Pérez-Paredes, P. (2024). Data-Driven learning: Pedagogy and technology. In Hampel, R. & Stickler, U. (Eds.), Bloomsbury handbook of language learning and technology (pp. 212–225). London: Bloomsbury.Google Scholar
Boulton, A., & Vyatkina, N. (2021). Thirty years of Data-Driven learning: Taking stock and charting new directions. Language Learning & Technology, 25(3), 66–89. https://doi.org/10125/73450.Google Scholar
Boulton, A., & Vyatkina, N. (2024). Expanding methodological approaches in DDL research. TESOL Quarterly, 58(3), 1193–1204. https://doi.org/10.1002/tesq.3269.CrossRefGoogle Scholar
Boulton, A., Vyatkina, N., & Cobb, T. (in press). Classroom applications of corpus analysis. In Biber, D. & Reppen, R. (Eds.), Cambridge handbook of English corpus linguistics (2nd ed.). Cambridge University Press.Google Scholar
Braun, S. (2005). From pedagogically relevant corpora to authentic language learning contents. ReCALL, 17(1), 47–64. https://doi.org/10.1017/S0958344005000510.CrossRefGoogle Scholar
Braun, S. (2006). ELISA: A pedagogically enriched corpus for language learning purposes. In Braun, S., Kohn, K., & Mukherjee, J. (Eds.), Corpus technology and language pedagogy: New resources, new tools, new methods (pp. 25–47). Frankfurt: Peter Lang.Google Scholar
Braun, S. (2007). Integrating corpus work into secondary education: From Data-Driven learning to needs-driven corpora. ReCALL, 19(3), 307–328. https://doi.org/10.1017/S0958344007000535.CrossRefGoogle Scholar
Brezina, V., & Platt, W. (2024). #LancsBox X [software]. Lancaster University. http://lancsbox.lancs.ac.uk.Google Scholar
Carter, R., & McCarthy, M. (1995). Grammar and the spoken language. Applied Linguistics, 16, 141–158. https://doi.org/10.1093/applin/16.2.141.CrossRefGoogle Scholar
Charles, M. (2018). Corpus-assisted editing for doctoral students: More than just concordancing. Journal of English for Academic Purposes, 36, 15–25. https://doi.org/10.1016/j.jeap.2018.08.003.CrossRefGoogle Scholar
Charles, M. (2022). The gap between intentions and reality: Reasons for EAP writers’ non-use of corpora. Applied Corpus Linguistics, 2(3), 100032. https://doi.org/10.1016/j.acorp.2022.100032.CrossRefGoogle Scholar
Charles, M., & Frankenberg-Garcia, A. (Eds.) (2021). Corpora in EAP/ESP writing: Preparation, exploitation and analysis. London: Routledge. https://doi.org/10.4324/9781003001966.Google Scholar
Charles, M., & Hadley, G. (2022). Autonomous corpus use by graduate students: A long-term trend study (2009–2017). Journal of English for Academic Purposes, 56, 101095. https://doi.org/10.1016/j.jeap.2022.101095.CrossRefGoogle Scholar
Chen, H.-J. H., Lai, S.-L., Lee, K.-Y., & Yang, C. T.-Y. (2023). Developing and evaluating an academic collocations and phrases search engine for academic writers. Computer Assisted Language Learning, 36(4), 641–668. https://doi.org/10.1080/09588221.2021.1937229.CrossRefGoogle Scholar
Chen, H. C., & Tian, J. X. (2022). Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong. Interactive Learning Environments, 30(10), 1918–1931. https://doi.org/10.1080/10494820.2020.1753217.CrossRefGoogle Scholar
Cobb, T. (2024). Compleat Lexical Tutor v.8.5. Accessed 15 July 2024 at www.lextutor.ca/.Google Scholar
Cobb, T. (forthcoming). Word lists in Data-Driven learning. In Boulton, A. & Vyatkina, N. (Eds.), Data-Driven and corpus-based CALL – Encyclopedia of computer-assisted language learning. Basingstoke: Palgrave Macmillan.Google Scholar
Cobb, T., Nation, P., & McQuillan, T. (2016). Discussion forum. Reading in a Foreign Language, 28(2), 299–318. https://nflrc.hawaii.edu/rfl/collection/col_10125_68076.Google Scholar
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238.CrossRefGoogle Scholar
Crosthwaite, P. (Ed.) (2019). Data-Driven learning for the next generation: Corpora and DDL for pre-tertiary learners. Abingdon: Routledge.CrossRefGoogle Scholar
Crosthwaite, P., & Baisa, V. (2023). Generative AI and the end of corpus-assisted Data-Driven learning? Not so fast! Applied Corpus Linguistics, 3(3), 100066. https://doi.org/10.1016/j.acorp.2023.100066.CrossRefGoogle Scholar
Crosthwaite, P., & Baisa, V. (2024). Introducing CorpusMate: A user-friendly corpus tool for disciplinary Data-Driven Learning. International Journal of Corpus Linguistics, 29(4), 595–610, advance access. https://doi.org/10.1075/ijcl.23056.cro.CrossRefGoogle Scholar
Curry, M. J., & Lillis, T. (2024). Multilingualism in academic writing for publication: Putting English in its place. Language Teaching, 57(1), 87–100. https://doi.org/10.1017/S0261444822000040.CrossRefGoogle Scholar
Curry, N., Love, R., & Goodman, O. (2022). Adverbs on the move: Investigating publisher application of corpus research on recent language change to ELT coursebook development. Corpora, 17(1), 1–38. https://doi.org/10.3366/cor.2022.0233.CrossRefGoogle Scholar
Davies, M. (2009). The 385+ million word Corpus of Contemporary American English (1990–2008+): Design, architecture, and linguistic insights. International Journal of Corpus Linguistics, 14(2), 159–188. https://doi.org/10.1075/ijcl.14.2.02dav.CrossRefGoogle Scholar
Dong, J., Zhao, Y., & Buckingham, L. (2023). Charting the landscape of Data-Driven learning using a bibliometric analysis. ReCALL, 35(3), 339–355. https://doi.org/10.1017/S0958344022000222.CrossRefGoogle Scholar
Flowerdew, L. (2009). Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics, 14(3), 393–417. https://doi.org/10.1075/ijcl.14.3.05flo.CrossRefGoogle Scholar
Flowerdew, J. (2024). Data-Driven learning: From Collins Cobuild dictionary to ChatGPT. Language Teaching, advance access. https://doi.org/10.1017/S0261444824000144.CrossRefGoogle Scholar
Frankenberg-Garcia, A., Lew, R., Roberts, J. C., Rees, G. P., & Sharma, N. (2019). Developing a writing assistant to help EAP writers with collocations in real time. ReCALL, 31(1), 23–39. https://doi.org/10.1017/S0958344018000150.CrossRefGoogle Scholar
Frankenberg-Garcia, A., Tavares Pinto, P., Bocorny, A., & Sarmento, S. (2022). Corpus-aided EAP writing workshops to support international scholarly publication. Applied Corpus Linguistics, 2(3), 100029. https://doi.org/10.1016/j.acorp.2022.100029.CrossRefGoogle Scholar
Friginal, E., & Roberts, J. (2022). Corpora for materials design. In Jablonkai, R. R. & Csomay, E. (Eds.), The Routledge handbook of corpora and English language teaching and learning (pp. 131–146). London: Routledge. https://doi.org/10.4324/9781003002901-11.CrossRefGoogle Scholar
Fu, J. S., & Yang, S.-H. (2019). Exploring how YouGlish facilitates EFL learners’ speaking competence. Educational Technology & Society, 22(4), 47–58. www.j-ets.net/collection/published-issues/22_4.Google Scholar
Gablasova, D., & Bottini, R. (2022). Spoken learner corpora for language teaching. In Jablonkai, R. R. & Csomay, E. (Eds.), The Routledge handbook of corpora and English language teaching and learning (pp. 296–310). London: Routledge. https://doi.org/10.4324/9781003002901-24.CrossRefGoogle Scholar
Gardner, D., & Davies, M. (2014). A new academic vocabulary list. Applied Linguistics, 35(3), 305–327. https://doi.org/10.1093/applin/amt015.CrossRefGoogle Scholar
Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32(3), 301–319. https://doi.org/10.1016/j.system.2004.04.001.CrossRefGoogle Scholar
Gatto, M. (2019). Query complexity and query refinement: Using web search from a corpus perspective with digital natives. In Crosthwaite, P. (Ed.), Data-Driven learning for the next generation (pp. 106–130). London: Routledge. https://doi.org/10.4324/9780429425899-7.CrossRefGoogle Scholar
Gee, J., & Hayes, E. (2011). Language and learning in the digital age. London: Routledge.CrossRefGoogle Scholar
Götz, S., & Mukherjee, J. (Eds.) (2019). Learner corpora and language teaching. Amsterdam: John Benjamins. https://doi.org/10.1075/scl.92.CrossRefGoogle Scholar
Hadley, G., & Charles, M. (2017). Enhancing extensive reading with Data-Driven learning. Language Learning & Technology, 21(3), 131–152. https://doi.org/10125/44624.Google Scholar
Han, S., & Shin, J.-A. (2017). Teaching Google search techniques in an L2 academic writing context. Language Learning & Technology, 21(3), 172–194. https://doi.org/10125/44626.Google Scholar
Hoffstaedter, P., & Kohn, K. (2009). Real language and relevant language learning activities: Insights from the SACODEYL project. In Stinshoff, R. (Ed), The workings of the anglosphere: Contributions to the study of British and US-American cultures (pp. 291–303). Trier: WVT.Google Scholar
Hunston, S. (2019). Patterns, constructions, and applied linguistics. International Journal of Corpus Linguistics, 24(3), 324–353. https://doi.org/10.1075/ijcl.00015.hun.CrossRefGoogle Scholar
Hunston, S., & Francis, G. (2000). Pattern grammar: A corpus-driven approach to the lexical grammar of English. Amsterdam: John Benjamins. https://doi.org/10.1075/scl.4.CrossRefGoogle Scholar
Hyland, K. (2016). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 58–69. http://dx.doi.org/10.1016/j.jslw.2016.01.005.CrossRefGoogle Scholar
Johns, T. (1986). Micro-Concord: A language learner’s research tool. System, 14(2), 151–162. https://doi.org/10.1016/0346-251X(86)90004-7.CrossRefGoogle Scholar
Johns, T. (1990). From printout to handout: Grammar and vocabulary teaching in the context of Data-Driven learning. CALL Austria, 10, 14–34.Google Scholar
Johns, T. (2002). Data-Driven learning: The perpetual challenge. In Kettemann, B. & Marko, G. (Eds.), Teaching and learning by doing corpus analysis (pp. 107–117). Amsterdam: Rodopi. https://doi.org/10.1163/9789004334236_010.Google Scholar
Johns, T., Lee, H., & Wang, L. (2008). Integrating corpus-based CALL programs and teaching English through children’s literature. Computer Assisted Language Learning, 21(5), 483–506. https://doi.org/10.1080/09588220802448006.CrossRefGoogle Scholar
Jordan, G., & Long, M. (2023). English language teaching now and how it could be. Newcastle: Cambridge Scholars.Google Scholar
Kang, E. Y., Sok, S., & Han, Z. (2019). Thirty-five years of ISLA on form-focused instruction: A meta-analysis. Language Teaching Research, 23(4), 428–453. https://doi.org/10.1177/1362168818776671.CrossRefGoogle Scholar
Kic-Drgas, J., Seferoğlu, G., Kılıçkaya, F., & Pereira, R. (2023). Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study. ReCALL, 35(2), 143–159. https://doi.org/10.1017/S0958344023000058.CrossRefGoogle Scholar
Kilgarriff, A., Baisa, V., Bušta, J. et al. (2014). The sketch engine: Ten years on. Lexicography, 1(1), 7–36. https://doi.org/10.1007/s40607-014-0009-9.CrossRefGoogle Scholar
Lai, S.-L., Chang, J., Lee, K.-L., & Huang, W.-C. (2022). Linggle 2.0: A collocation retrieval system with quality example sentences. In Arnbjörnsdóttir, B., Bédi, B., Bradley, L. et al. (Eds.), Intelligent CALL, granular systems, and learner data (pp. 234–239). Dublin: Research-publishing.net. https://doi.org/10.14705/rpnet.2022.61.1464.Google Scholar
Laufer, B., & Cobb, T. (2020). How much knowledge of derived words is needed for reading? Applied Linguistics, 41(6), 971–998. https://doi.org/10.1093/applin/amz051.CrossRefGoogle Scholar
Lee, H., Warschauer, M., & Lee, J. H. (2019). The effects of corpus use on second language vocabulary learning: A multi-level analysis. Applied Linguistics, 40(5), 721–753. https://doi.org/10.1093/applin/amy012.CrossRefGoogle Scholar
Le Foll, E. (Ed.). (2021). Creating corpus-informed materials for the English as a foreign language classroom: A step-by-step guide for (trainee) teachers using online resources. [Open Educational Resource.] Zenodo. https://doi.org/10.5281/zenodo.4992504.CrossRefGoogle Scholar
Leńko-Szymańska, A., & Boulton, A. (Eds.). (2015). Multiple affordances of language corpora for Data-Driven learning. Amsterdam: John Benjamins. https://doi.org/10.1075/scl.69.CrossRefGoogle Scholar
Lin, P. (2023). ChatGPT: Friend or foe (to corpus linguists)? Applied Corpus Linguistics, 3(3), 100065. https://doi.org/10.1016/j.acorp.2023.100065.CrossRefGoogle Scholar
McCarthy, M., McEnery, T., Mark, G., & Pérez-Paredes, P. (2021). Looking back on 25 years of TaLC: In conversation with Profs Mike McCarthy and Tony McEnery. In Pérez-Paredes, P. & Mark, G. (Eds.), Beyond concordance lines: Applications of corpora in language education (pp. 57–74). Amsterdam: John Benjamins. https://doi.org/10.1075/scl.102.03mcc.CrossRefGoogle Scholar
McEnery, T., & Brezina, V. (2022). Fundamental principles of corpus linguistics. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781107110625.CrossRefGoogle Scholar
McEnery, T., & Wilson, A. (1997). Teaching and language corpora (TALC). ReCALL, 9(1), 5–14. https://doi.org/10.1017/S0958344000004572.CrossRefGoogle Scholar
Meunier, F. (2019). A case for constructive alignment in DDL: Rethinking outcomes, practices, and assessment in (Data-Driven) language learning. In Crosthwaite, P. (Ed.), Data-Driven learning for the next generation (pp. 13–30). London: Routledge. https://doi.org/10.4324/9780429425899-2.CrossRefGoogle Scholar
Miras, G., Boulton, A., Kübler, N., & Narcy-Combes, J.-P. (2018). Association française de linguistique appliquée (AFLA). European Journal of Applied Linguistics, 6(2), 315–326. https://doi.org/10.1515/eujal-2018-0004.CrossRefGoogle Scholar
Mishan, F. (2004). Authenticating corpora for language learning: A problem and its resolution. ELT Journal, 58(3), 219–227. https://doi.org/10.1093/elt/58.3.219.CrossRefGoogle Scholar
Mizumoto, A. (2023). Data-Driven learning meets generative AI: Introducing the framework of metacognitive resource use. Applied Corpus Linguistics, 3(3), 100074. https://doi.org/10.1016/j.acorp.2023.100074.CrossRefGoogle Scholar
Nergis, A. (2021). Can explicit instruction of formulaic sequences enhance L2 oral fluency? Lingua, 255, 103072. https://doi.org/10.1016/j.lingua.2021.103072.CrossRefGoogle Scholar
Ngo, T. T.-N., & Chen, H. H.-J. (2024). The effectiveness of corpus use in ESL/EFL writing: A meta-analysis. Language Teaching Research, advance access. https://doi.org/10.1177/13621688241260183.CrossRefGoogle Scholar
O’Keeffe, A. (2021). Data-Driven learning, theories of learning and second language acquisition. In Pérez-Paredes, P. & Mark, G. (Eds.), Beyond concordance lines: Corpora in language education (pp. 35–56). Amsterdam: John Benjamins. https://doi.org/10.1075/scl.102.02oke.CrossRefGoogle Scholar
Pérez-Paredes, P. (2019). The pedagogic advantage of teenage corpora for secondary school learners. In Crosthwaite, P. (Ed.), Data-Driven learning for the next generation: Corpora and DDL for pre-tertiary learners (pp. 67–87). London: Routledge. https://doi.org/10.4324/9780429425899-5.CrossRefGoogle Scholar
Pérez-Paredes, P. (2020). Corpus linguistics for education: A guide for research. London: Routledge. https://doi.org/10.4324/9780429243615.CrossRefGoogle Scholar
Pérez-Paredes, P. (2022). A systematic review of the uses and spread of corpora and Data-Driven learning in CALL research during 2011–2015. Computer Assisted Language Learning, 35(1–2), 36–61. https://doi.org/10.1080/09588221.2019.1667832.CrossRefGoogle Scholar
Pérez-Paredes, P. (2024). Data-Driven learning in informal contexts? Embracing broad Data-Driven learning (BDDL) research. In Crosthwaite, P. (Ed.), Corpora for language learning: Bridging the research-practice divide (pp. 211–226). London: Routledge.CrossRefGoogle Scholar
Pérez-Paredes, P., & Abad, M. (in press). Integrating language teachers’ voices in the design and exploitation of Spanish corpora in the UK. In Tyne, H. & Spina, S. (Eds.), Applying corpora in teaching and learning Romance languages. Amsterdam: John Benjamins.Google Scholar
Pérez-Paredes, P., Aguado-Jiménez, P., & Ordoñana Guillamón, C. (2025). Using corpus data to facilitate engagement with mass media texts. In Viana, V. (Ed.), International perspectives on corpus applications in ELT. Basingstoke: Palgrave.Google Scholar
Pérez-Paredes, P., & Boulton, A. (2024). A list of tools and resources that facilitate Data-Driven learning (DDL). University of York: IRIS Database. https://doi.org/10.48316/DgLhT-C33sa.Google Scholar
Pérez-Paredes, P., & Chambers, A. (in press). Corpora and the learning and teaching of romance languages. In Tyne, H. & Spina, S. (Eds.), Applying corpora in teaching and learning Romance languages. Amsterdam: John Benjamins.Google Scholar
Pérez-Paredes, P., & Mark, G. (Eds.) (2021). Beyond concordance lines: Applications of corpora in language education. Amsterdam: John Benjamins. https://doi.org/10.1075/scl.102.CrossRefGoogle Scholar
Pérez-Paredes, P., Ordoñana, C., & Aguado, P. (2018). Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning, 31(5–6), 522–545. https://doi.org/10.1080/09588221.2017.1418754.CrossRefGoogle Scholar
Pérez-Paredes, P., Sánchez-Tornel, M., & Alcaraz Calero, J. M. (2012). Learners’ search patterns during corpus-based focus-on-form activities. International Journal of Corpus Linguistics, 17, 483–516. https://doi.org/10.1075/ijcl.17.4.02par.CrossRefGoogle Scholar
Plonsky, L., & Oswald, F. L. (2014). How big is ‘big’? Interpreting effect sizes in L2 research. Language Learning, 64, 878–912. https://doi.org/10.1111/lang.12079.CrossRefGoogle Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129.CrossRefGoogle Scholar
Simpson-Vlach, R., & Ellis, N. (2010). An academic formulas list: New methods in phraseology research. Applied Linguistics, 31(4), 487–512. https://doi.org/10.1093/applin/amp058.CrossRefGoogle Scholar
Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.Google Scholar
Sinclair, J. (2003). Reading concordances: An introduction. Harlow: Longman.Google Scholar
Smith, S. (2020). DIY corpora for accounting & finance vocabulary learning. English for Specific Purposes, 57, 1–12. https://doi.org/10.1016/j.esp.2019.08.002.CrossRefGoogle Scholar
Spivey, M. (2023). Data-Driven learning and young learners: Perceptions and attitudes of Japanese elementary school students toward EFL corpus-based activities. JALT CALL Journal, 19(3), 394–416. https://doi.org/10.29140/jaltcall.v19n3.1014.CrossRefGoogle Scholar
Swales, J., & Feak, C. (2010). Academic writing for graduate students (3rd ed.). Ann Arbor: University of Michigan Press. https://doi.org/10.3998/mpub.2173936.Google Scholar
Szudarski, P. (2019). Effects of Data-Driven learning on enhancing the phraseological knowledge of secondary school learners of L2 English. In Crosthwaite, P. (Ed.), Data-Driven learning for the next generation (pp. 133–149). London: Routledge. https://doi.org/10.4324/9780429425899-8.CrossRefGoogle Scholar
Szudarski, P. (2022). Corpora and teaching vocabulary and phraseology. In Jablonkai, R. R. & Csomay, E. (Eds.), The Routledge handbook of corpora and English language teaching and learning (pp. 41–55). London: Routledge. https://doi.org/10.4324/9781003002901-5.CrossRefGoogle Scholar
Szudarski, P., & Carter, R. (2016). The role of input flood and input enhancement in EFL learners’ acquisition of collocations. International Journal of Applied Linguistics, 26(2), 245–265. https://doi.org/10.1111/ijal.12092.CrossRefGoogle Scholar
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge MA: Harvard University Press.Google Scholar
Tschichold, C., Boulton, A., & Pérez-Paredes, P. (2024). Interpreting the review process in applied linguistics research. In Chong, S.-W. (Ed.), Developing feedback literacy for academic journal peer review (pp. 41–59). London: Routledge.CrossRefGoogle Scholar
Tyne, H., & Spina, S. (Eds.) (in press). Applying corpora in teaching and learning Romance languages. Amsterdam: John Benjamins.Google Scholar
Ueno, S., & Takeuchi, O. (2023). Effective corpus use in second language learning: A meta-analytic approach. Applied Corpus Linguistics, 3(3), 100076. https://doi.org/10.1016/j.acorp.2023.100076.CrossRefGoogle Scholar
Viana, V. (2022). Teaching English with corpora: A resource book. London: Routledge. https://doi.org/10.4324/b22833.CrossRefGoogle Scholar
Vyatkina, N. (2020). Corpora as open educational resources for language teaching. Foreign Language Annals, 53(2), 359–370. https://doi.org/10.1111/flan.12464.CrossRefGoogle Scholar
Widmann, J., Kohn, K., & Ziai, R. (2011). The SACODEYL search tool: Exploiting corpora for language learning purposes. In Frankenberg-Garcia, A., Flowerdew, L., & Aston, G. (Eds.), New trends in corpora and language learning (pp. 167–178). London: Continuum.Google Scholar

Save element to Kindle

To save this element to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Data-driven Learning in and out of the Language Classroom
Available formats
×

Save element to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Data-driven Learning in and out of the Language Classroom
Available formats
×

Save element to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Data-driven Learning in and out of the Language Classroom
Available formats
×