Current Research and Practice in Implementing Classroom Concordancing and Data-Driven Learning (DDL) Approach

Since the early 1990s, there have been many studies evaluating the implementation of classroom concordancing and Data-Driven Learning (DDL) approach. These studies are classified into three main types: qualitative, quantitative, and the combination of qualitative and quantitative studies. This paper gives an brief introduction to key concepts, main characteristics of classroom concordancing and DDL, and some noticeable types of DDL activities which can be adopted and adapted for DDL materials. The paper also provides an overview of the existing studies evaluating classroom concordancing and DDL approach to various teaching-learning contexts, including advantages, disadvantages, and limitations of each study. Implications for further studies are also discussed.