DATA-DRIVEN LEARNING AS A STRATEGY FOR ENHANCING IELTS TASK 2 WRITING PERFORMANCE
DOI:
https://doi.org/10.5281/Keywords:
Data-Driven Learning; corpus linguistics; IELTS Writing Task 2; EFL writing; academic discourse; learner autonomy; writing pedagogyAbstract
IELTS Academic Writing Task 2 presents EFL learners with simultaneous linguistic and cognitive demands. Candidates must interpret a question, formulate a position, develop arguments, organise ideas and demonstrate appropriate vocabulary and grammatical control within a limited period. This article examines Data-Driven Learning (DDL) as a corpus-informed approach to addressing these challenges. An integrative review of research on corpus-based pedagogy and IELTS writing was conducted. The findings indicate that DDL can contribute to writing development through learner-centred investigation of authentic language patterns, particularly in the areas of collocation, phraseology, grammar and academic discourse. Corpus-based activities can also promote noticing, metalinguistic awareness and learner autonomy. However, corpus use may create cognitive and technological difficulties, particularly for lower-proficiency learners. The article concludes that DDL is most effective when supported by explicit teacher guidance, carefully designed tasks, collaborative learning and systematic writing practice. A corpus-informed IELTS writing cycle is proposed as a practical framework for classroom implementation.
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