data-driven learning (ddl)

Phrasal verbs (PVs) are a challenging aspect of English language learning, particularly for English as a Foreign Language (EFL) learners. The current study investigated whether a data-driven learning (DDL) approach could reduce PV-related errors (PVEs) in writing tasks for intermediate EFL learners. In doing so, it employed an experimental design with 30 female EFL learners aged 13 to 20 randomly assigned to an experimental group (n=15) and a control group (n=15). The Nelson Proficiency Test ensured that both groups had similar proficiency levels. The pre-test and the post-test required the participants to write six paragraphs using six separate sets of five related PVs. Each group received six 90-minute instruction sessions, where the Wikipedia Corpus was used to teach PVs to the experimental group with a DDL approach, and explicit instruction, focusing on memorizing and retaining the meanings of each PV, was used for teaching the same to the control group. The study's findings indicated that the experimental group outperformed the control group in reducing PVEs, demonstrating the effectiveness of the DDL method. Therefore, the study recommends using DDL as a tool for teaching and learning PVs in EFL classrooms, as it promotes learners' ability to use PVs accurately and appropriately.