NISHIGAKI, Chikako

西垣, 知佳子

DDL

[SUMMARY] Introduced by Johns in 1991, data-driven learning（ DDL） empowers learners to independently explore linguistic patterns using corpus tools, transitioning from traditional teacher-led methods to a more student-centered method. This paper evaluates the efficiency of L2 grammar learning in secondary schools using DDL, comparing paper-based DDL with a hybrid of paper+web-based DDL. The research conducted in two junior high schools investigates whether different DDL methods affect grammar learning outcomes and how they perform across different English proficiency levels. The findings reveal no significant differences between the two DDL methods, suggesting both are effective for grammar instruction at the beginner level. The study highlights the benefits of paper-based DDL, particularly for environments with limited digital resources, suggesting it as a practical method that avoids overwhelming students with too much information and maximizes classroom time for productive language learning.