THE IMPACT OF DATA-DRIVEN LEARNING ON EFL STUDENTS' ACQUISITION OF ACADEMIC COLLOCATIONS
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Abstract
This study examines the impact of Data-Driven Learning (DDL) approach on EFL students' acquisition of academic collocations. The research conducts a systematic literature review combined with theoretical analysis to demonstrate the effectiveness of DDL methodology. Results indicate that the use of corpus data significantly enhances students' collocational competence and facilitates more accurate lexical choices in academic writing. The findings suggest that DDL represents a promising pedagogical approach for developing collocational awareness in EFL contexts.
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References
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