Research on English Writing Instruction Based on Data-Driven Learning (DDL)

Siying Huang

doi:10.47297/wspiedWSP2516-250026.20250906

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Research on English Writing Instruction Based on Data-Driven Learning (DDL)

9卷第6期

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Research on English Writing Instruction Based on Data-Driven Learning (DDL)
Research on English Writing Instruction Based on Data-Driven Learning (DDL)
Guangdong University of Business and Technology, Zhaoqing Guangdong, 526060
2025年9卷第6期页码：120-123
纸质出版日期：2025-06-24
DOI：10.47297/wspiedWSP2516-250026.20250906
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(2025). Research on English Writing Instruction Based on Data-Driven Learning (DDL). 国际教育与发展（英文版）, 9(6), 120-123.

Huang Siying.Research on English Writing Instruction Based on Data-Driven Learning (DDL)[J].Journal of International Education and Development,2025,09(06):120-123.
(2025). Research on English Writing Instruction Based on Data-Driven Learning (DDL). 国际教育与发展（英文版）, 9(6), 120-123. DOI： 10.47297/wspiedWSP2516-250026.20250906.

Huang Siying.Research on English Writing Instruction Based on Data-Driven Learning (DDL)[J].Journal of International Education and Development,2025,09(06):120-123. DOI： 10.47297/wspiedWSP2516-250026.20250906.

摘要

Abstract

This study focuses on the application of Data-Driven Learning (DDL) in English writing instruction

exploring its educational effectiveness through theoretical construction and empirical analysis. Based on cognitive learning theory

corpus linguistics

and constructivist learning theory

the study constructs a theoretical framework for DDL

with core elements including corpus utilisation

data-driven autonomous learning

and teacher-guided support. Through a 16-week teaching practice involving 30 non-English major second-year students at a certain university

combined with DDL activities such as vocabulary learning

writing strategy analysis

error correction

and personalised feedback

it was found that students showed significant improvements in vocabulary richness

grammar error rates

frequency of logical transition words

and the depth of argumentation in argumentative essays. Survey results indicated that 85% of students acknowledged the positive impact of DDL on their writing abilities

and 75% reported enhanced self-directed learning skills. The study indicates that DDL effectively enhances students' language accuracy

writing structure rationality

and critical thinking skills through authentic corpus input and self-directed exploration. However

implementation should focus on improving students' proficiency in corpus operations and teachers' instructional design capabilities. This research provides empirical evidence and practical guidance for reforms in English writing instruction.

关键词

Keywords

references

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Related Author

Chunhua Zhao Department of Education Graduate School,Sehan University, Mokpo,58447,Republic of Korea

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Related Institution

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