Corpora are becoming more prevalent in the language classroom, especially in the development of dictionaries and course materials.Nevertheless, corpora are still perceived by many educators as difficult to use directly in the classroom, which is also known as "data-driven learning" (DDL).This study investigates the student and teacher reactions to the use of SkELL, a free online corpus designed to be user-friendly, for vocabulary learning at a university in Japan.Action research is utilized to refine the teaching methodology, with changes to the method based on student and teacher feedback after each of the four implementations of DDL.The results show that the students enjoyed using SkELL and felt it was effective for vocabulary learning, while the teaching methodology grew in efficiency throughout the course.
Henry Robert Troy (Tue,) studied this question.