Empowering autonomy in language learning: the sustainable impact of data-driven learning on noun collocation acquisition

This study explores the effectiveness of Data-Driven Learning (DDL) in teaching noun collocations to pre-tertiary learners in Hubei Province, China, using the online corpus tool ‘Corpusmate’. Acknowledging the importance and challenge of mastering collocations in learning a foreign language, this study focuses on the effects of DDL on pre-tertiary learners, an area less examined previously due to the complexities associated with using corpus tools. Conducted over two months, the research employed pre-tests, post-tests, and delayed post-tests to measure learners’ comprehension and retention of noun collocations. Additionally, a questionnaire was distributed to gather feedback on learners’ experiences with the DDL approach and ‘Corpusmate’. Results indicated that the experimental group, which received DDL training, showed significant improvements in test scores compared to the control group, which used traditional resources. The experimental group’s scores remained high in the delayed post-test, suggesting that the DDL approach facilitated long-term retention of collocational knowledge, although a notable proportion of learners expressed neutral or negative perceptions of the DDL activities. These results highlight the need for further investigation into the attitudes of the participants. Overall, most participants provided positive feedback on the use of ‘Corpusmate’ in learning noun collocations. These results advocate for the incorporation of corpus consultation into language teaching practices. The study underscores that with appropriate training and tools like ‘Corpusmate’, the DDL approach can potently aid in the sustained learning of complex language elements, such as collocations, even for younger learners.