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Using a context-restricted longitudinal design with teacher mentorship delivered asynchronously, the research addresses DDL limits when no control group is available. An alternative corpus of academic texts (ACAT) was built from existing reading and listening materials, and 19 grammar lessons were developed. Results show rising achievement across four experimental groups despite minimal direct dissemination, suggesting DDL, self-discovery, and light supervision can foster autonomy; further research is recommended for institutional implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-data-driven-approach-to-grammar-instruction-in-the-elt-context-of-turkey/594066/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-data-driven-approach-to-grammar-instruction-in-the-elt-context-of-turkey/594066.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To investigate how a DDL-based intervention can facilitate grammar instruction with a focus on EAP and learner autonomy for mostly Turkish-L1 learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the teaching material and corpus developed?",{"text":117,"@type":113},"A corpus called the Alternative Corpus of Academic Texts (ACAT) was compiled from existing reading and listening materials, and 19 grammar lessons were developed based on it.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the results of the grammar instruction intervention?",{"text":121,"@type":113},"Student achievement increased across all four experimental groups, even though no teacher disseminated knowledge to students using a DDL-enhanced approach.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594066,1792210477,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| | \u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) |  |\n| --- | --- | --- |\n| Australian Journal of Applied Linguistics, 5(2), 35–63 (2022) [https://doi.org/10.29140/ajal.v5n2.713](https://doi.org/10.29140/ajal.v5n2.713) |  |  |\n| Exploring the Data-driven Approach to Grammar Instruction in the ELT Context of Turkey |  | |\n| MUSTAFA ÖZER 1\u003Cbr>ALİ ŞÜKRÜ ÖZBAY2\u003Cbr>1Abdullah Gül University, Turkey 2Karadeniz Technical University, Turkey\u003Cbr>[mustafa.ozer@agu.edu.tr](mustafa.ozer@agu.edu.tr) [alisukruozbay@gmail.com](alisukruozbay@gmail.com) |  |  |\n| Abstract\u003Cbr>This study aims at a rediscovery of the extent to which a Data Driven Learning (DDL)-based intervention could become instrumental in facilitating grammar instruction with a specific focus on English for Academic Purposes (EAP) and learner autonomy in a preparatory program comprised mostly of Turkish-L1 learners. It provides a context-restricted longitudinal depiction of the effectiveness of a DDL-based grammar instruction endorsed by teacher mentorship across groups asynchronously, thus re-testing the limits of DDL-oriented corpus pedagogy in contexts where a control group is not available. To this end, a corpus was compiled out of the existing reading and listening materials in use ad hoc as the Alternative Corpus of Academic Texts (ACAT), and a total of 19 grammar lessons covering topics in the curriculum of the second level of the grammar course were developed using theACAT. Blind preand post-test procedures were administered with all four experimental groups independent of each other to gradually build up an understanding of the governing pattern of learner achievement through DDLand corpus-based teacher-prepared materials. The analysis demonstrated a rise in student achievement across all groups despite the lack of a teacher disseminating knowledge to students DDL-enhanced teaching. With the design being unorthodox, this study shows that the triple powers of DDL, selfdiscovery, occasional teacher supervision, in class in the traditional sense, thus showing that a sense of autonomy could be fostered through and corpus-based teaching materials, could help learners survive autonomously no matter how hectic the curriculum run at an institution is. Further research is needed to deepen this insight so that this sort of DDL practice could be implemented at an institutional level.\u003Cbr>Keywords: EFL, EAP, data-driven learning, materials development, autonomous learning, classroom concordancing |  |  |\n\nCopyright: © 2022 Mustafa Özer & Ali Şükrü Özbay. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are within this paper.  \nÖzer & Özbay: Exploring the Data-driven Approach to Grammar Instruction in theELT Context 36  \nIntroduction  \nThe use of technology in educational contexts where English is taught by non-native speakers are especially liable for research aiming at understanding the pedagogical effectiveness of technology in classrooms and the interaction between technology and learners, which constitutes the rationale for the study. English for Academic Purposes (EAP) instruction at preparatory schools of English as a Medium of Instruction (EMI) universities, which run a dense and relatively hectic curriculum, requires learners to take up much of the responsibility of their own learning through effective use of linguistic technology. When taught as discrete skills, EAP learning might turn out quite challenging for learners with a limited background in English. They may experience difficulties in using technology for autonomous learning (Condrat, 2014), have difficulty in participating in the academic communi","cbCaiptfWroeY32Q","https://ap.wps.com/l/cbCaiptfWroeY32Q","pdf",467099,29,"English","# Abstract\n# Introduction\n## Background: technology, EAP, and learner challenges\n## Rationale for DDL and self-adjusted input\n## Need for meaningful grammar instruction","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To investigate how a DDL-based intervention can facilitate grammar instruction with a focus on EAP and learner autonomy for mostly Turkish-L1 learners.\"},{\"question\":\"How was the teaching material and corpus developed?\",\"answer\":\"A corpus called the Alternative Corpus of Academic Texts (ACAT) was compiled from existing reading and listening materials, and 19 grammar lessons were developed based on it.\"},{\"question\":\"What were the results of the grammar instruction intervention?\",\"answer\":\"Student achievement increased across all four experimental groups, even though no teacher disseminated knowledge to students using a DDL-enhanced approach.\"}]","Exploring the Data-driven Approach to Grammar Instruction in the ELT Context of Turkey | PDF",1792078466,73]