Data-driven learning focus-on-form tasks and strategy use: An intervention study

The present study employed an experimental design within a mixed-methods design to investigate the influence of data-driven learning (DDL) focus-on-form (FonF) tasks on 96 undergraduate language learners' strategy use in Iran. The quantitative phase involved using a language learning strategy use scale, while the qualitative stage required collecting data through narrative frames and semi-structured interviews. The results indicated that the experimental group's strategic language learning improved in the short term as a result of doing the DDL FonF tasks. However, the benefits of these tasks on EFL learners' strategy use were not long-lasting. Additionally, the qualitative findings revealed that the growth in strategy use among learners could be attributed to several factors: a) the exploratory nature of learning through DDL FonF tasks, b) the learners' increased sense of responsibility within the DDL approach, c) enhanced metalinguistic awareness, and d) opportunities for seeking help. Overall, the results underscore the potential of DDL FonF tasks in enhancing self-regulated learning.

Educational relevance and implications

This study investigates how data-driven learning (DDL) focus-on-form (FonF) tasks impact the use of language learning strategies among English as a Foreign Language (EFL) learners. The findings indicate that while these tasks can improve learners' strategy use in the short term, the benefits may not be sustained over time. Notably, the research emphasizes that DDL FonF tasks encourage learners to explore new concepts, foster their sense of responsibility, enhance their metalinguistic awareness, and create opportunities for seeking help. Practically, this highlights the importance of taking a DDL FonF approach to second language (L2) teaching practices, as they can lead to more enriching language learning experiences.