Monograph:

Grammar is considered the backbone of a language, and many scholars emphasize the importance of grammar instruction in foreign language teaching. As a fundamental micro-skill, grammar plays a crucial role in developing and utilizing the four language skills. Proficiency in grammar contributes to overall language proficiency, making it essential to teach it engagingly and effectively.

The traditional method of teaching grammar is known as deductive instruction. This approach is fundamentally teacher-centered and often relegates students to a passive role, turning them into mere recipients of information rather than active constructors of knowledge. Such a passive learning environment stifles creativity and engagement, preventing students from becoming fully immersed in the learning experience. Consequently, the deductive method can feel monotonous and uninspiring, resulting in diminished interactivity and, ultimately, student demotivation and disengagement.

Therefore, there is an urgent need for a change in the approach to grammar teaching. It is crucial to transition from a teacher-centered classroom environment to a student-centered one. In this new setting, rather than simply transmitting information, teachers will facilitate students in constructing their knowledge. This shift will foster social interactions and create engaging and meaningful learning experiences. Moreover, 21st-century education requires the integration of digital technologies in teaching and an emphasis on developing students' higher-order thinking skills. It is essential to promote autonomous learning, enabling students to become self-directed learners rather than relying solely on their teachers.

In response to challenges, Corpus-based or Data-Driven Learning (DDL) offers an innovative, technology-oriented method for teaching grammar that provides authentic language-focused learning opportunities. DDL, also known as corpus-aided discovery learning, is a student-centered, constructivist approach that encourages inductive learning. This method actively engages essential learning skills, including analytical and critical thinking, collaboration, and problem-solving.

This monograph introduces readers to Data-Driven Language Learning, covering its practices and advantages. It discusses studies related to Data-Driven Learning of grammar, ways of corpus application in grammar instruction, and the impact on students’ skills. This piece of work proposes a model for Data-Driven Learning of grammar, which was used in an experimental study. The monograph presents the findings of the experimental study conducted at the University of Georgia, aiming to measure the development of undergraduate students’ grammar skills through Data-Driven Learning. Additionally, the paper presents the results of a survey that explored students' attitudes towards Data-Driven Learning of grammar in the experimental groups.

The presented work is intended for EFL (English as a Foreign Language) teachers seeking to move away from the traditional, tedious practice of grammar instruction and implement a modern, technology-based method that involves active, constructivist learning, authentic language teaching, and the development of skills necessary for the 21st-century learner.

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