Learning events and sequences
What do learners do in collaborative datadriven learning
Bibliographic Data
| ID | 22299128 |
|---|---|
| Authors | Jarvis Looi (0009-0008-7772-0555, ATILF (CNRS-University of Lorraine), corresponding author) |
| Year | 2026 |
| Publication date | 2026-05-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | ITL - International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0019-0829 • E-ISSN: 1783-1490 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/itl.25011.loo |
| OpenAlex | W7160653862 |
| Language | EN |
| References cited | 46 |
While frameworks like Illustration-Interaction-Intervention-Induction often guide data-driven learning (DDL), few studies examine whether they reflect actual learner behaviour or a prescriptive ideal. This paper analysed field recordings and worksheets from 61 participants using grounded theory, identifying ‘learning events’ (i.e., what learners do) and ‘learning sequences’ (i.e., when and why they do so), grounded in constructivism, sociocultural theory, and the Noticing Hypothesis. These macro- and micro-level insights reveal DDL as a non-linear, iterative process shaped by data observation, repeated rule extraction and testing. The findings inform DDL studies by highlighting the importance of considering non-linearity in task design and providing regular scaffolding. Beyond DDL, the paper contributes to a broader understanding of collaborative, inductive learning and offers implications for task design across educational contexts
Field (mathematics) · Grounded theory · Process (computing) · Set (abstract data type) · Sociocultural evolution · Task (project management) · Task Analysis · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Science Education and Pedagogy
Pedagogical Translanguaging
Sociocultural Theory and the Pedagogical Imperative in L2 Education
Mind in Society
Attention
The Effects of Corpus Use on Second Language Vocabulary Learning
Grammar and the Spoken Language
Feedback, Noticing and Instructed Second Language Learning
The Role of Consciousness in Second Language Learning1
The role of task repetition and learner self-assessment in technology-mediated task performance
Toward the Establishment of a Data‐Driven Learning Model
Applying corpus linguistics to pedagogy
Testing the Use of a Collocation Retrieval Tool Without Prior Training by Learners of Spanish
Data‐Driven Learning
The effect of the inductive and deductive data-driven learning (DDL) on vocabulary acquisition and retention
The effect of hands-on and hands-off data-driven learning on low-intermediate learners’ verb-preposition collocations
Data-driven learning – a call for a broader research gaze
Expanding Methodological Approaches in DDL Research
Sociocultural Theory and Corpus‐Based English Language Teaching
Frequency Effects in Language Processing
Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions
Corpus Use in Language Learning
Grounded Theory and Sensitizing Concepts
| Highly cited | No |
|---|