Beyond learning outcomes: Tracking Tunisian learners’ actual use of phraseology in a data-driven learning course
Ben Amor Olfa 
1 and Faiza Derbel 2
Faculty of Letters and Human Sciences, University of Sousse, Tunisia; Laboratory of Approaches to Discourse (LAD), University of Sfax, Tunisia
Faculty of Letters, Arts and Humanities, University of Manouba, Tunisia; Laboratory of Approaches to Discourse (LAD), University of Sfax, Tunisia
Corresponding author: BenAmor.Olfa@flsh.u-sousse.tn
DOI: 10.5281/zenodo.18445036
This study investigates how master students majoring in Business Studies engage with the corpus toolkit AntConc in a data-driven learning (DDL) intervention targeting non-finite phraseological patterns in academic writing. Thirty-five Tunisian EFL students participated in a five-week course combining guided practice with independent concordance searching. Six annotated patterns, drawn from a business-domain corpus, were deployed for structural and functional analysis. Learner activity during DDL tasks was tracked through screen recordings for a sub-sample of 20 students and supplemented by written reflection logs. Tracking captured query variety, search refinement, time on task, use of AntConc features, pattern documentation, and discourse function recognition, adapted from established frameworks (Pérez-Paredes et al., 2011, 2012). Learning outcomes were assessed through pre-, post-, and delayed tests. Results showed significant gains in the use of target structures, though retention varied across learners. Correlations indicated that varied querying and systematic notetaking were associated with higher gains. Thematic analysis of the reflection logs corroborated these findings, revealing increased phraseological awareness but persistent challenges in discourse function identification. Thereby, the study demonstrates the value of integrating behavioural monitoring into corpus-based instruction, supporting the design of scaffolded, tool-mediated environments that foster phraseological competence and learner autonomy.
Keywords: data-driven learning, AntConc, phraseology, tracking learners, academic writing, Business English
Published
2026/02/01
—
Section
Research Papers
16359756
{16359756:P6SP63JA}
1
apa
50
default
2424
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22P6SP63JA%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ben%20Amor%20and%20Derbel%22%2C%22parsedDate%22%3A%222026-02-01%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBen%20Amor%2C%20O.%2C%20%26amp%3B%20Derbel%2C%20F.%20%282026%29.%20Beyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%26%23×2019%3B%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course.%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20%26lt%3Bi%26gt%3B4%26lt%3B%5C%2Fi%26gt%3B%281%29%2C%207%26%23×2013%3B43.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.18445036%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.18445036%26lt%3B%5C%2Fa%26gt%3B%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Beyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%5Cu2019%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Olfa%22%2C%22lastName%22%3A%22Ben%20Amor%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Faiza%22%2C%22lastName%22%3A%22Derbel%22%7D%5D%2C%22abstractNote%22%3A%22This%20study%20investigates%20how%20master%20students%20majoring%20in%20Business%20Studies%20engage%20with%20the%20corpus%20toolkit%20AntConc%20in%20a%20data-driven%20learning%20%28DDL%29%20intervention%20targeting%20non-finite%20phraseological%20patterns%20in%20academic%20writing.%20Thirty-five%20Tunisian%20EFL%20students%20participated%20in%20a%20five-week%20course%20combining%20guided%20practice%20with%20independent%20concordance%20searching.%20Six%20annotated%20patterns%2C%20drawn%20from%20a%20business-domain%20corpus%2C%20were%20deployed%20for%20structural%20and%20functional%20analysis.%20Learner%20activity%20during%20DDL%20tasks%20was%20tracked%20through%20screen%20recordings%20for%20a%20sub-sample%20of%2020%20students%20and%20supplemented%20by%20written%20reflection%20logs.%20Results%20showed%20significant%20gains%20in%20the%20use%20of%20target%20structures%2C%20though%20retention%20varied%20across%20learners.%22%2C%22date%22%3A%222026-02-01%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.18445036%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F01%5C%2FN40102.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-01-31T23%3A59%3A16Z%22%7D%7D%5D%7D
Ben Amor, O., & Derbel, F. (2026). Beyond learning outcomes: Tracking Tunisian learners’ actual use of phraseology in a data-driven learning course.
The International Journal of Technology, Innovation, and Education,
4(1), 7–43.
https://doi.org/10.5281/zenodo.18445036
Chicago
MLA
IEEE
Harvard
Vancouver
APA
Chicago
MLA
IEEE
Harvard
Vancouver
APA
16359756
{16359756:P6SP63JA}
1
chicago-author-date
50
default
2424
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22P6SP63JA%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ben%20Amor%20and%20Derbel%22%2C%22parsedDate%22%3A%222026-02-01%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBen%20Amor%2C%20Olfa%2C%20and%20Faiza%20Derbel.%202026.%20%26%23x201C%3BBeyond%20Learning%20Outcomes%3A%20Tracking%20Tunisian%20Learners%26%23×2019%3B%20Actual%20Use%20of%20Phraseology%20in%20a%20Data-Driven%20Learning%20Course.%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%204%20%281%29%3A%207%26%23×2013%3B43.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.18445036%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.18445036%26lt%3B%5C%2Fa%26gt%3B.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Beyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%5Cu2019%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Olfa%22%2C%22lastName%22%3A%22Ben%20Amor%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Faiza%22%2C%22lastName%22%3A%22Derbel%22%7D%5D%2C%22abstractNote%22%3A%22This%20study%20investigates%20how%20master%20students%20majoring%20in%20Business%20Studies%20engage%20with%20the%20corpus%20toolkit%20AntConc%20in%20a%20data-driven%20learning%20%28DDL%29%20intervention%20targeting%20non-finite%20phraseological%20patterns%20in%20academic%20writing.%20Thirty-five%20Tunisian%20EFL%20students%20participated%20in%20a%20five-week%20course%20combining%20guided%20practice%20with%20independent%20concordance%20searching.%20Six%20annotated%20patterns%2C%20drawn%20from%20a%20business-domain%20corpus%2C%20were%20deployed%20for%20structural%20and%20functional%20analysis.%20Learner%20activity%20during%20DDL%20tasks%20was%20tracked%20through%20screen%20recordings%20for%20a%20sub-sample%20of%2020%20students%20and%20supplemented%20by%20written%20reflection%20logs.%20Results%20showed%20significant%20gains%20in%20the%20use%20of%20target%20structures%2C%20though%20retention%20varied%20across%20learners.%22%2C%22date%22%3A%222026-02-01%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.18445036%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F01%5C%2FN40102.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-01-31T23%3A59%3A16Z%22%7D%7D%5D%7D
Ben Amor, Olfa, and Faiza Derbel. 2026. “Beyond Learning Outcomes: Tracking Tunisian Learners’ Actual Use of Phraseology in a Data-Driven Learning Course.”
The International Journal of Technology, Innovation, and Education 4 (1): 7–43.
https://doi.org/10.5281/zenodo.18445036.
16359756
{16359756:P6SP63JA}
1
modern-language-association
50
default
2424
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22P6SP63JA%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ben%20Amor%20and%20Derbel%22%2C%22parsedDate%22%3A%222026-02-01%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBen%20Amor%2C%20Olfa%2C%20and%20Faiza%20Derbel.%20%26%23x201C%3BBeyond%20Learning%20Outcomes%3A%20Tracking%20Tunisian%20Learners%26%23×2019%3B%20Actual%20Use%20of%20Phraseology%20in%20a%20Data-Driven%20Learning%20Course.%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20vol.%204%2C%20no.%201%2C%20Feb.%202026%2C%20pp.%207%26%23×2013%3B43%2C%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.18445036%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.18445036%26lt%3B%5C%2Fa%26gt%3B.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Beyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%5Cu2019%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Olfa%22%2C%22lastName%22%3A%22Ben%20Amor%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Faiza%22%2C%22lastName%22%3A%22Derbel%22%7D%5D%2C%22abstractNote%22%3A%22This%20study%20investigates%20how%20master%20students%20majoring%20in%20Business%20Studies%20engage%20with%20the%20corpus%20toolkit%20AntConc%20in%20a%20data-driven%20learning%20%28DDL%29%20intervention%20targeting%20non-finite%20phraseological%20patterns%20in%20academic%20writing.%20Thirty-five%20Tunisian%20EFL%20students%20participated%20in%20a%20five-week%20course%20combining%20guided%20practice%20with%20independent%20concordance%20searching.%20Six%20annotated%20patterns%2C%20drawn%20from%20a%20business-domain%20corpus%2C%20were%20deployed%20for%20structural%20and%20functional%20analysis.%20Learner%20activity%20during%20DDL%20tasks%20was%20tracked%20through%20screen%20recordings%20for%20a%20sub-sample%20of%2020%20students%20and%20supplemented%20by%20written%20reflection%20logs.%20Results%20showed%20significant%20gains%20in%20the%20use%20of%20target%20structures%2C%20though%20retention%20varied%20across%20learners.%22%2C%22date%22%3A%222026-02-01%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.18445036%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F01%5C%2FN40102.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-01-31T23%3A59%3A16Z%22%7D%7D%5D%7D
Ben Amor, Olfa, and Faiza Derbel. “Beyond Learning Outcomes: Tracking Tunisian Learners’ Actual Use of Phraseology in a Data-Driven Learning Course.”
The International Journal of Technology, Innovation, and Education, vol. 4, no. 1, Feb. 2026, pp. 7–43,
https://doi.org/10.5281/zenodo.18445036.
16359756
{16359756:P6SP63JA}
1
ieee
50
default
2424
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22P6SP63JA%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ben%20Amor%20and%20Derbel%22%2C%22parsedDate%22%3A%222026-02-01%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%20style%3D%26quot%3Bclear%3A%20left%3B%20%26quot%3B%26gt%3B%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-left-margin%26quot%3B%20style%3D%26quot%3Bfloat%3A%20left%3B%20padding-right%3A%200.5em%3B%20text-align%3A%20right%3B%20width%3A%201em%3B%26quot%3B%26gt%3B%5B1%5D%26lt%3B%5C%2Fdiv%26gt%3B%26lt%3Bdiv%20class%3D%26quot%3Bcsl-right-inline%26quot%3B%20style%3D%26quot%3Bmargin%3A%200%20.4em%200%201.5em%3B%26quot%3B%26gt%3BO.%20Ben%20Amor%20and%20F.%20Derbel%2C%20%26%23x201C%3BBeyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%26%23×2019%3B%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course%2C%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20vol.%204%2C%20no.%201%2C%20pp.%207%26%23×2013%3B43%2C%20Feb.%202026%2C%20doi%3A%2010.5281%5C%2Fzenodo.18445036.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%20%20%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Beyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%5Cu2019%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Olfa%22%2C%22lastName%22%3A%22Ben%20Amor%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Faiza%22%2C%22lastName%22%3A%22Derbel%22%7D%5D%2C%22abstractNote%22%3A%22This%20study%20investigates%20how%20master%20students%20majoring%20in%20Business%20Studies%20engage%20with%20the%20corpus%20toolkit%20AntConc%20in%20a%20data-driven%20learning%20%28DDL%29%20intervention%20targeting%20non-finite%20phraseological%20patterns%20in%20academic%20writing.%20Thirty-five%20Tunisian%20EFL%20students%20participated%20in%20a%20five-week%20course%20combining%20guided%20practice%20with%20independent%20concordance%20searching.%20Six%20annotated%20patterns%2C%20drawn%20from%20a%20business-domain%20corpus%2C%20were%20deployed%20for%20structural%20and%20functional%20analysis.%20Learner%20activity%20during%20DDL%20tasks%20was%20tracked%20through%20screen%20recordings%20for%20a%20sub-sample%20of%2020%20students%20and%20supplemented%20by%20written%20reflection%20logs.%20Results%20showed%20significant%20gains%20in%20the%20use%20of%20target%20structures%2C%20though%20retention%20varied%20across%20learners.%22%2C%22date%22%3A%222026-02-01%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.18445036%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F01%5C%2FN40102.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-01-31T23%3A59%3A16Z%22%7D%7D%5D%7D
[1]
O. Ben Amor and F. Derbel, “Beyond learning outcomes: Tracking Tunisian learners’ actual use of phraseology in a data-driven learning course,” The International Journal of Technology, Innovation, and Education, vol. 4, no. 1, pp. 7–43, Feb. 2026, doi: 10.5281/zenodo.18445036.
16359756
{16359756:P6SP63JA}
1
harvard1
50
default
2424
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22P6SP63JA%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ben%20Amor%20and%20Derbel%22%2C%22parsedDate%22%3A%222026-02-01%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBen%20Amor%2C%20O.%20and%20Derbel%2C%20F.%20%282026%29%20%26%23x201C%3BBeyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%26%23×2019%3B%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course%2C%26%23x201D%3B%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%204%281%29%2C%20pp.%207%26%23×2013%3B43.%20Available%20at%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.18445036%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.18445036%26lt%3B%5C%2Fa%26gt%3B.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Beyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%5Cu2019%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Olfa%22%2C%22lastName%22%3A%22Ben%20Amor%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Faiza%22%2C%22lastName%22%3A%22Derbel%22%7D%5D%2C%22abstractNote%22%3A%22This%20study%20investigates%20how%20master%20students%20majoring%20in%20Business%20Studies%20engage%20with%20the%20corpus%20toolkit%20AntConc%20in%20a%20data-driven%20learning%20%28DDL%29%20intervention%20targeting%20non-finite%20phraseological%20patterns%20in%20academic%20writing.%20Thirty-five%20Tunisian%20EFL%20students%20participated%20in%20a%20five-week%20course%20combining%20guided%20practice%20with%20independent%20concordance%20searching.%20Six%20annotated%20patterns%2C%20drawn%20from%20a%20business-domain%20corpus%2C%20were%20deployed%20for%20structural%20and%20functional%20analysis.%20Learner%20activity%20during%20DDL%20tasks%20was%20tracked%20through%20screen%20recordings%20for%20a%20sub-sample%20of%2020%20students%20and%20supplemented%20by%20written%20reflection%20logs.%20Results%20showed%20significant%20gains%20in%20the%20use%20of%20target%20structures%2C%20though%20retention%20varied%20across%20learners.%22%2C%22date%22%3A%222026-02-01%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.18445036%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F01%5C%2FN40102.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-01-31T23%3A59%3A16Z%22%7D%7D%5D%7D
Ben Amor, O. and Derbel, F. (2026) “Beyond learning outcomes: Tracking Tunisian learners’ actual use of phraseology in a data-driven learning course,”
The International Journal of Technology, Innovation, and Education, 4(1), pp. 7–43. Available at:
https://doi.org/10.5281/zenodo.18445036.
16359756
{16359756:P6SP63JA}
1
vancouver-author-date
50
default
2424
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22P6SP63JA%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ben%20Amor%20and%20Derbel%22%2C%22parsedDate%22%3A%222026-02-01%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBen%20Amor%20O%2C%20Derbel%20F.%20Beyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%26%23×2019%3B%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course.%20The%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%20%5BInternet%5D.%202026%20Feb%201%3B4%281%29%3A7%26%23×2013%3B43.%20Available%20from%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F01%5C%2FN40102.pdf%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F01%5C%2FN40102.pdf%26lt%3B%5C%2Fa%26gt%3B%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Beyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%5Cu2019%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Olfa%22%2C%22lastName%22%3A%22Ben%20Amor%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Faiza%22%2C%22lastName%22%3A%22Derbel%22%7D%5D%2C%22abstractNote%22%3A%22This%20study%20investigates%20how%20master%20students%20majoring%20in%20Business%20Studies%20engage%20with%20the%20corpus%20toolkit%20AntConc%20in%20a%20data-driven%20learning%20%28DDL%29%20intervention%20targeting%20non-finite%20phraseological%20patterns%20in%20academic%20writing.%20Thirty-five%20Tunisian%20EFL%20students%20participated%20in%20a%20five-week%20course%20combining%20guided%20practice%20with%20independent%20concordance%20searching.%20Six%20annotated%20patterns%2C%20drawn%20from%20a%20business-domain%20corpus%2C%20were%20deployed%20for%20structural%20and%20functional%20analysis.%20Learner%20activity%20during%20DDL%20tasks%20was%20tracked%20through%20screen%20recordings%20for%20a%20sub-sample%20of%2020%20students%20and%20supplemented%20by%20written%20reflection%20logs.%20Results%20showed%20significant%20gains%20in%20the%20use%20of%20target%20structures%2C%20though%20retention%20varied%20across%20learners.%22%2C%22date%22%3A%222026-02-01%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.18445036%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F01%5C%2FN40102.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-01-31T23%3A59%3A16Z%22%7D%7D%5D%7D
Ben Amor O, Derbel F. Beyond learning outcomes: Tracking Tunisian learners’ actual use of phraseology in a data-driven learning course. The International Journal of Technology, Innovation, and Education [Internet]. 2026 Feb 1;4(1):7–43. Available from:
https://ijtie.com/wp-content/uploads/2026/01/N40102.pdf
16359756
{16359756:P6SP63JA}
1
apa
50
default
2424
https://ijtie.com/wp-content/plugins/zotpress/
%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22P6SP63JA%22%2C%22library%22%3A%7B%22id%22%3A16359756%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Ben%20Amor%20and%20Derbel%22%2C%22parsedDate%22%3A%222026-02-01%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%202%3B%20padding-left%3A%201em%3B%20text-indent%3A-1em%3B%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BBen%20Amor%2C%20O.%2C%20%26amp%3B%20Derbel%2C%20F.%20%282026%29.%20Beyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%26%23×2019%3B%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course.%20%26lt%3Bi%26gt%3BThe%20International%20Journal%20of%20Technology%2C%20Innovation%2C%20and%20Education%26lt%3B%5C%2Fi%26gt%3B%2C%20%26lt%3Bi%26gt%3B4%26lt%3B%5C%2Fi%26gt%3B%281%29%2C%207%26%23×2013%3B43.%20%26lt%3Ba%20class%3D%26%23039%3Bzp-DOIURL%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.18445036%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fdoi.org%5C%2F10.5281%5C%2Fzenodo.18445036%26lt%3B%5C%2Fa%26gt%3B%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22journalArticle%22%2C%22title%22%3A%22Beyond%20learning%20outcomes%3A%20Tracking%20Tunisian%20learners%5Cu2019%20actual%20use%20of%20phraseology%20in%20a%20data-driven%20learning%20course%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Olfa%22%2C%22lastName%22%3A%22Ben%20Amor%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Faiza%22%2C%22lastName%22%3A%22Derbel%22%7D%5D%2C%22abstractNote%22%3A%22This%20study%20investigates%20how%20master%20students%20majoring%20in%20Business%20Studies%20engage%20with%20the%20corpus%20toolkit%20AntConc%20in%20a%20data-driven%20learning%20%28DDL%29%20intervention%20targeting%20non-finite%20phraseological%20patterns%20in%20academic%20writing.%20Thirty-five%20Tunisian%20EFL%20students%20participated%20in%20a%20five-week%20course%20combining%20guided%20practice%20with%20independent%20concordance%20searching.%20Six%20annotated%20patterns%2C%20drawn%20from%20a%20business-domain%20corpus%2C%20were%20deployed%20for%20structural%20and%20functional%20analysis.%20Learner%20activity%20during%20DDL%20tasks%20was%20tracked%20through%20screen%20recordings%20for%20a%20sub-sample%20of%2020%20students%20and%20supplemented%20by%20written%20reflection%20logs.%20Results%20showed%20significant%20gains%20in%20the%20use%20of%20target%20structures%2C%20though%20retention%20varied%20across%20learners.%22%2C%22date%22%3A%222026-02-01%22%2C%22section%22%3A%22%22%2C%22partNumber%22%3A%22%22%2C%22partTitle%22%3A%22%22%2C%22DOI%22%3A%2210.5281%5C%2Fzenodo.18445036%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fijtie.com%5C%2Fwp-content%5C%2Fuploads%5C%2F2026%5C%2F01%5C%2FN40102.pdf%22%2C%22PMID%22%3A%22%22%2C%22PMCID%22%3A%22%22%2C%22ISSN%22%3A%222820-7521%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22QWYM8LHH%22%5D%2C%22dateModified%22%3A%222026-01-31T23%3A59%3A16Z%22%7D%7D%5D%7D
Ben Amor, O., & Derbel, F. (2026). Beyond learning outcomes: Tracking Tunisian learners’ actual use of phraseology in a data-driven learning course.
The International Journal of Technology, Innovation, and Education,
4(1), 7–43.
https://doi.org/10.5281/zenodo.18445036
Ben Amor, O. (2025). Exploring Phraseological Patterns in Business English Non-Finite Clauses. Journal of the European Second Language Association, 9(1), 168–186. DOI: https://doi.org/10.22599/jesla.135
Ben Amor, O., & Derbel, F. (2020). The identification of English non-finite structures using NooJ platform. International Conference on Automatic Processing of Natural-Language Electronic Texts with NooJ, 27–38. https://doi.org/10.1007/978-3-030-38833-1_3
Biber, D., Csomay, E., Jones, J. K., & Keck, C. (2004). A corpus linguistic investigation of vocabulary-based discourse units in university registers. In U. Connor, & T. A. Upton, (Eds.). Applied Corpus Linguistics (pp. 53–72). Brill Rodopi.
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Longman London.
Bouabida, N. (2020). The Effect of data-driven learning & image-schema-based polysemy networks instruction on learning spatial prepositions of verticality: The case of Moroccan EFL learners. Jurnal Arbitrer, 7(1), 62-70. https://doi.org/10.25077/ar.7.1.62-70.2020
Boulton, A. (2010). Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3), 534–572. https://doi.org/10.1111/j.1467-9922.2010.00566.x
Boulton, A. (2012). Beyond concordancing: Multiple affordances of corpora in university language degrees. Procedia-Social and Behavioral Sciences, 34, 33–38. https://doi.org/10.1016/j.sbspro.2012.02.008
Boulton, A. (2017). Corpora in language teaching and learning. Language Teaching, 50(4), 483–506. https://doi.org/10.1017/S0261444817000167
Boulton, A., & Vyatkina, N. (2021). Thirty years of data-driven learning: Taking stock and charting new directions over time. Language Learning & Technology, 25(3), 66–89. https://doi.org/10.64152/10125/73450
Boulton, A., & Vyatkina, N. (2024). Expanding methodological approaches in DDL. TESOL Quarterly, 58(3), 1193–1204. https://doi.org/10.1002/tesq.3269
Braun, S. (2005). From pedagogically relevant corpora to authentic language learning contents. ReCALL, 17(1), 47–64. https://doi.org/10.1017/S0958344005000510
Bybee, J. (2010). Language, usage and cognition. Cambridge University Press. https://doi.org/10.1017/CBO9780511750526
Chaalal, I. (2024). The Effectiveness of using data-driven learning activities in teaching English near-synonyms for Algerian EFL learners: A pilot study. مجلة الرسالة للدراسات والبحوث الإنسانية, 9(4), 244-268. https://asjp.cerist.dz/en/article/258753
Chambers, A. (2007). Popularising corpus consultation by language learners and teachers. In A.Cresswell, E.Hidalgo, L.Quereda, & J.Santana (Eds.). Corpora in the foreign language classroom (pp. 1–16). Brill. https://doi.org/10.1163/9789401203906_002
Chambers, A., & O’sullivan, I. (2004). Corpus consultation and advanced learners’ writing skills in French. ReCALL, 16(1), 158–172. https://doi.org/10.1017/S0958344004001211
Chapelle, C. (2003). English language learning and technology. John Benjamins. https://doi.org/10.1075/lllt.7
Charles, M. (2006). Phraseological patterns in reporting clauses used in citation: A corpus-based study of theses in two disciplines. English for Specific Purposes, 25(3), 310–331. https://doi.org/10.1016/j.esp.2005.05.003
Charles, M. (2014). Getting the corpus habit: EAP students’ long-term use of personal corpora. English for Specific Purposes, 35, 30–40. https://doi.org/10.1016/j.esp.2013.11.004
Charles, M., & Hadley, G. (2022). Autonomous corpus use by graduate students: A long-term trend study (2009–2017). Journal of English for Academic Purposes, 56, 101095. https://doi.org/10.1016/j.jeap.2022.101095
Cohen, A. D. (2013). Verbal report. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (Vol. 5). Wiley-Blackwell Oxford. https://doi.org/10.1002/9781405198431.wbeal1261
Cotos, E. (2014). Enhancing writing pedagogy with Learner Corpus Data. ReCALL, 26(2), 202- 224. https://doi.org/10.1017/S0958344014000019
Cotos, E., Link, S., & Huffman, S. (2017). Effects of DDL technology on genre learning. Language Learning & Technology, 21(3), 104–130. https://doi.org/10.64152/10125/44623
Cresswell, A. (2007). Getting to ‘know’connectors? Evaluating data-driven learning in a writing skills course. In A. Cresswell, E. Hidalgo, L. Quereda & J. Santana (Eds.). Corpora in the foreign language classroom, (pp. 267–287). Brill. https://doi.org/10.1163/9789401203906_018
Crosthwaite, P., & Cheung, L. (2019). Learning the language of dentistry: Disciplinary corpora in the teaching of English for specific academic purposes (Vol. 93). John Benjamins Publishing Company. https://doi.org/10.1075/scl.93
Crosthwaite, P., Wong, L. L., & Cheung, J. (2019). Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning. ReCALL, 31(3), 255–275. https://doi.org/10.1017/S0958344019000077
Elsherbini, S. A. H., & Ali, A. D. (2017). The Effects of corpus-based activities on EFLuniversity students’ grammar and vocabulary and their attitudes toward corpus. Journal of Research in Curriculum Instruction and Educational Technology, 3(1), 133-161. https://doi.org/10.21608/jrciet.2017.24482
Flowerdew, L. (2009). Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics, 14(3), 393–417. https://doi.org/10.1075/ijcl.14.3.05flo
Flowerdew, L. (2012). Exploiting a corpus of business letters from a phraseological, functional perspective. ReCALL: The Journal of EUROCALL, 24(2), 152-168. https://doi.org/10.1017/S0958344012000043
Frankenberg-Garcia, A. (2014). The use of corpus examples for language comprehension and production. ReCALL, 26(2), 128–146. https://doi.org/10.1017/S0958344014000093
Gabrielatos, C. (2005). Corpora and language teaching: Just a fling or wedding bells?. Teaching English as a Second Language—Electronic Journal, 8(4), 1–35. http://www.tesl-ej.org/ej32/a1.html
Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32(3), 301–319. https://doi.org/10.1016/j.system.2004.04.001
Gilquin, G. (2022). The process corpus of English in education: Going beyond the written text. Research in Corpus Linguistics, 10(1), 31–44. https://doi.org/10.32714/ricl.10.01.02
Gilquin, G., & Granger, S. (2010). How can data-driven learning be used in language teaching? (or not). In A. O’Keeffe & M. McCarthy (Eds.). The Routledge Handbook of Corpus Linguistics, 359-370. https://doi.org/10.4324/9780203856949
Godwin-Jones, R. (2017). Data-informed language learning. Language Learning & Technology, 21(3), 9–27. https://doi.org/10.64152/10125/44629
Granger, S., Hung, J., & Petch-Tyson, S. (2002). Computer learner corpora, second language acquisition, and foreign language teaching (Vol. 6). John Benjamins Publishing. https://doi.org/10.1075/lllt.6
Green, C. (2017). Discourse coherence and clause combination. In C. Green (Ed.), Patterns and Development in the English Clause System (pp. 149–167). Springer. https://doi.org/10.1007/978-981-10-2881-6_6
Hafner, C. A., & Candlin, C. N. (2007). Corpus tools as an affordance to learning in professional legal education. Journal of English for Academic Purposes, 6(4), 303–318. https://doi.org/10.1016/j.jeap.2007.09.005
Huang, X. (2022). Relationship between learning behavior and learning effect based on Big Data. In M. Atiquzzaman, N. Yen, & Z. Xu (Eds.), 2021 International Conference on Big Data Analytics for Cyber-Physical System in Smart City (Vol. 102, pp. 371–379). Springer. https://doi.org/10.1007/978-981-16-7466-2_41
Hunston, S., & Francis, G. (2000). Pattern grammar: A corpus-driven approach to the lexical grammar of English. John Benjamins Publishing. https://doi.org/10.1075/scl.9.11hun
Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. Continuum.
Johns, T. (1991). Should you be persuaded: Two samples of data-driven learning materials. In Johns, T. & King, P. (Eds.). Classroom concordancing: English Language Research Journal (Vol. 4, pp. 1-16.). Centre for English Language Studies, University of Birmingham.
Lai, S.-L., & Chen, H.-J. H. (2015). Dictionaries vs concordancers: Actual practice of the two different tools in EFL writing. Computer Assisted Language Learning, 28(4), 341–363. https://doi.org/10.1080/09588221.2013.839567
Li, D., Noordin, N., Ismail, L., & Cao, D. (2025). A systematic review of corpus-based instruction in the EFL classroom. Heliyon, 11(2). https://doi.org/10.1016/j.heliyon.2025.e42016
Liu, D., & Jiang, P. (2009). Using a Corpus-Based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. The Modern Language Journal, 93(1), 61–78. https://doi.org/10.1111/j.1540-4781.2009.00828.x
Lusta, A., Demirel, Ö., & Mohammadzadeh, B. (2023). Language corpus and data driven learning (DDL) in language classrooms: A systematic review. Heliyon. https://doi.org/10.1016/j.heliyon.2023.e22731
Ma, B. K. (1994). Learning strategies in ESP classroom concordancing: An initial investigation into data-driven learning. Entering Texts, 197–214.
Meunier, F., & Reppen, R. (2015). Corpus versus non-corpus-informed pedagogical materials: Grammar as the focus. In D. Biber & R. Reppen (Eds.). The Cambridge handbook of English corpus linguistics. (pp. 498–514). Cambridge University Press. https://doi.org/10.1007/9781139764377.028
O’Keeffe, A. (2021). Data-driven learning–a call for a broader research gaze. Language Teaching, 54(2), 259–272. https://doi.org/10.1017/S0261444820000245
O’Sullivan, Í. (2007). Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy. ReCALL, 19(3), 269–286. https://doi.org/10.1017/S095834400700033X
Pérez-Paredes, P. (2019). A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning, 35(1–2), 36–61. https://doi.org/10.1080/09588221.2019.1667832
Pérez-Paredes, P., Sánchez-Tornel, M., Alcaraz Calero, J. M., & Jiménez, P. A. (2011). Tracking learners’ actual uses of corpora: Guided vs non-guided corpus consultation. Computer Assisted Language Learning, 24(3), 233–253. https://doi.org/10.1080/09588221.2010.539978
Pérez-Paredes, P., Sánchez-Tornel, M., & Calero, J. M. A. (2012). Learners’ search patterns during corpus-based focus-on-form activities: A study on hands-on concordancing. International Journal of Corpus Linguistics, 17(4), 482–515. https://doi.org/10.1075/ijcl.17.4.02par
Petrovitz, W. (2001). The sequencing of verbal-complement structures. ELT Journal, 55(2), 172–177. https://doi.org/10.1093/elt/55.2.172
Qiu, X. (2024). Exploring the effect of corpus‐based writing instruction on learner‐corpus interaction in L2 revision: A study of Chinese EFL disciplinary writers. TESOL Quarterly, 58(3), 1108–1137. https://doi.org/10.1002/tesq.3308
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive English grammar. London and New York: Longman.
Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206–226. https://doi.org/10.1017/S0267190500002476
Shivaraju, P. T., Manu, G., Vinaya, M., & Savkar, M. K. (2017). Evaluating the effectiveness of pre-and post-test model of learning in a medical school. National Journal of Physiology, Pharmacy and Pharmacology, 7(9), 947. https://doi.org/10.5455/njppp.2017.7.0412802052017
Silberztein, M. (2020). NooJ V7.0 [software]. Formalising Natural Languages with NooJ2020.
Sun, Y.-C., & Wang, L.-Y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16(1), 83–94. https://doi.org/10.1076/call.16.1.83.15528
Tall, D., & Razali, M. R. (2006). Diagnosing students’ difficulties in learning mathematics. International Journal of Mathematical Education in Science and Technology, 24(2), 209–222. https://doi.org/10.1080/0020739930240206 Yoon, H., & Hirvela, A. (2004). ESL student attitudes toward corpus use in L2 writing. Journal of Second Language Writing, 13(4), 257–283. https://doi.org/10.1016/j.jslw.2004.06.002
Volume 4, 2026 – Issue 1 
