Data-driven Vocabulary Learning vs Traditional Instruction at a High School in Uganda

Abstract

The importance of vocabulary knowledge has gained much more attention in recent years. In order to increase the lexical knowledge,
there
have
been
many
attempts
by
various
researchers
to
find
new
vocabulary
learning
strategies.
Data-Driven
Learning

(DDL)

was introduced as a new vocabulary learning strategy by Tim Johns (1991) by taking advantage of online corpora. The
present study aims to investigate whether this new approach is effective in vocabulary learning compared to traditional instruction.
4 months of experimental study involved two different groups as experimental (DDL) and control (traditional instruction) group.
The analyses of the end of pre and post-tests showed that the experimental group performed better than the control group. The
analyses showed that the difference in performance between the two groups was statistically significant.