Effects of Data-Driven Learning on College Students of Different Grammar Proficiencies: A Preliminary Empirical Assessment in EFL Classes

This article reports a pre–post comparative study investigating whether the data-driven learning (DDL) approach has different pedagogical effects on grammar students of English as foreign language (EFL) with levels proficiency. The entailed treatment group (TG) 95 first-year undergraduates who learned using DDL and control (CG) 84 received no treatment. Most participants were 18 or 19 years old, only few outliers, aged 17 20. performance attitudes in both groups (their motivation self-efficacy) quantitatively examined through achievement tests questionnaire. data obtained from then compared at three proficiency levels: high, intermediate, low. results an analysis covariance show that performance, all TG rose significantly posttest they outperformed their counterparts CG. However, neither members nor those CG made any statistically significant improvement attitudes; differences found between level. mixed findings make important contribution to field, confirming is pedagogically suitable for enhancing linguistic knowledge university-level learners, regardless proficiency, but warning practitioners treat development learner (e.g., should be cautious this approach.