Effects of Corpus-Aided Language Learning on EFL Elementary School Students: An Empirical Case Study

This study examined the effects of data-driven learning (DDL) supported by a pedagogic corpus on elementary English as a foreign language (EFL) learners’ grammar learning and learning attitudes in Taiwan. While DDL has been widely recognized for its potential to promote learner engagement and language learning, empirical research has primarily focused on tertiary-level learners, with relatively limited attention given to its applicability to younger learners. The present study therefore examined whether DDL, when supported by a pedagogic corpus, could be effectively implemented in elementary EFL settings. Adopting a mixed-methods design, the study compared the effects of DDL on elementary learners’ performance in English grammar with those of a traditional deductive approach (TDA). Quantitative data included grammar tests and questionnaires that measured learners’ motivation and self-efficacy. Qualitative data were student interviews, exploring DDL participants’ perceptions of the experience. The quantitative results showed no significant differences between the groups in grammar post-test performance. However, DDL participants demonstrated significantly higher levels of motivation and self-efficacy than those in the TDA group. Qualitative findings further revealed that the participants perceived DDL as engaging and enjoyable, and reported increased confidence in their ability to understand grammatical patterns. Notably, no learners expressed difficulties commonly reported in previous DDL studies, such as excessive vocabulary load or confusion caused by unfamiliar contexts. Taken together, these findings suggest that when supported by a pedagogic corpus, DDL can be meaningfully adapted to elementary EFL classrooms. Although its immediate effects on grammar achievement may only be comparable to those of traditional instruction, DDL offers added value by fostering positive learning attitudes and learner confidence, thereby highlighting its potential as a viable instructional option for younger language learners.