The Effect of Project-Based vs. Data Driven Language Learning on Reading Comprehension of Iranian Elementary English Learners

This study investigated the comparative impact of Project-Based Language Learning (PBLL) and Data-Driven Language Learning (DDLL) on the reading comprehension skills of Iranian elementary EFL learners. Thirty-two elementary-level undergraduate students of English translation were selected through a purposive convenience sampling process to participate in the study. Participants, all possessing native proficiency in Standard Farsi, were balanced in terms of gender and randomly assigned to two experimental groups: PBLL and DDLL. The intervention spanned five weeks, comprising four treatment sessions and a final post-test session with a two-week interval, utilizing PBLL through specific project-based activities and DDLL via the Longman Dictionary of Contemporary English (LDOCE). LDOCE, a user-friendly, corpus-based resource, was noted for its intuitive search engine, facilitating ease of use for learners with lower proficiency. Instructions for both groups were provided in Persian by the researchers. Pre- and post-intervention tests assessed reading comprehension, and the results showed that the DDLL group significantly outperformed the PBLL group in post-test scores, highlighting DDLL’s effectiveness. Although these results suggest DDLL’s potential as an impactful educational strategy in EFL contexts, the study’s short duration suggests that these findings should be interpreted cautiously. Future research is recommended to explore these methodologies further by involving longer durations and larger, more diverse populations while also investigating how integrating DDLL with AI technologies can refine and enhance educational practices, effectively combining traditional and modern methodologies for optimal learning outcomes.