DATA-DRIVEN LEARNING IN PRE-TERTIARY EFL EDUCATION: A CRITICAL REVIEW OF APPROACHES, OUTCOMES, AND UNRESOLVED ISSUES

Muhammad Andrie Bagia; Dwita Laksmita Rachmawati

doi:10.51878/educator.v6i2.10856

Authors

Muhammad Andrie Bagia Universitas Muhammadiyah Gresik, Indonesia
Dwita Laksmita Rachmawati Universitas Muhammadiyah Gresik, Indonesia

DOI:

https://doi.org/10.51878/educator.v6i2.10856

Keywords:

Pembelajaran Berbasis Data, Pedagogi Berbasis Korpus, EFL Pra-Perguruan Tinggi, Kosakata dan Kolokasi, Mediasi Guru

Abstract

ABSTRACT

English as a Foreign Language (EFL) learning in pre-tertiary education is still largely dominated by textbook-based and teacher-centered instruction, limiting learners’ exposure to authentic language use. As an alternative, Data-Driven Learning (DDL) offers a corpus-informed approach that enables learners to explore language patterns through authentic language data. This study employed a qualitative analytical literature review approach by conducting a systematic search and selection of articles through Google Scholar and related academic sources based on PRISMA principles. The data were analyzed through thematic synthesis to identify major patterns related to instructional approaches, learning outcomes, and implementation constraints. The findings reveal that DDL is commonly implemented through teacher-mediated and guided discovery approaches that balance learner autonomy with teacher scaffolding. DDL consistently supports vocabulary development, collocational awareness, and language noticing, although affective outcomes such as learner motivation remain inconsistent across contexts. Major implementation challenges include limited teacher corpus literacy, technological constraints, and difficulties integrating corpus-based activities into regular EFL instruction. Therefore, effective DDL implementation requires flexible and context-sensitive instructional strategies that are adaptable to local educational conditions.

ABSTRAK

Pembelajaran bahasa Inggris sebagai bahasa asing (EFL) pada tingkat pra-perguruan tinggi masih didominasi oleh pendekatan berbasis buku teks dan pembelajaran yang berpusat pada guru, sehingga membatasi akses peserta didik terhadap penggunaan bahasa autentik. Sebagai alternatif, Data-Driven Learning (DDL) menawarkan pendekatan berbasis korpus yang memungkinkan peserta didik mengeksplorasi pola bahasa melalui data autentik. Penelitian ini bertujuan untuk mensintesis pendekatan pembelajaran DDL, mengidentifikasi hasil belajar yang dilaporkan, serta menganalisis tantangan implementasi DDL dalam konteks EFL pra-perguruan tinggi. Penelitian ini menggunakan pendekatan tinjauan literatur analitis kualitatif dengan melakukan pencarian dan seleksi artikel secara sistematis melalui Google Scholar dan sumber akademik terkait berdasarkan prinsip PRISMA. Data dianalisis menggunakan sintesis tematik untuk mengidentifikasi pola utama terkait pendekatan pembelajaran, hasil belajar, dan kendala implementasi. Hasil penelitian menunjukkan bahwa DDL umumnya diterapkan melalui pendekatan teacher-mediated dan guided discovery yang menyeimbangkan kemandirian belajar dengan scaffolding guru. DDL secara konsisten mendukung perkembangan kosakata, kesadaran kolokasi, dan language noticing, meskipun hasil afektif seperti motivasi belajar masih bervariasi antar konteks. Tantangan utama implementasi meliputi keterbatasan literasi korpus guru, infrastruktur teknologi, dan integrasi pembelajaran berbasis korpus dalam kelas EFL. Oleh karena itu, implementasi DDL memerlukan strategi pembelajaran yang kontekstual, fleksibel, dan sesuai dengan kondisi pendidikan lokal.

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