KAKIBA, Atsuko

柿葉, 敦子

[SUMMARY] In recent years, data-driven learning (DDL) has often been applied in L2 classrooms for tertiary learners, but it remains rare at the pre-tertiary level. In order to explore the potential for effectiveness at the secondary level, paper-based DDL activities were implemented as a supplement to a communicative (meaning-based) lesson in a junior high school EFL class in Japan. Twenty-six seventh grade students took part in a single lesson that lasted 50 minutes. An analysis of pre- and post-test writing indicated that the majority of students were able to learn and correctly produce not only target grammar (demonstrative adjectives this and that and possessives) but incidentally learned the correct use and placement of articles in simple sentences. These results suggest the use of DDL can be effective when concordance lines are carefully controlled for grammar and vocabulary.