摘要：Data Driven Learning (DDL) is a significant topic in the field of second or foreign language acquisition, which is in need of more rigorous research. In this regard, the present study was an attempt to investigate how DDL affects students' ability to use collocations correctly within their paragraph writing. The participants were Iranian intermediate EFL students at a private English language institute across educational levels and fields of study. Fifty-two participants, under the instructor’s guidance, had access to a website with links to the Wikipedia Corpus Site (WCS) - a list of keywords, collocations, and instructional materials. After finding key words in the context in Wiki-Corpus, students worked on keyword combinations. Students' pretest paragraphs produced ample documentation of misuse of collocations, echoing previous research. Pretest and posttest paragraphs provided data for measuring improvement in accuracy of students’ use of collocations in writing. Posttest paragraph results indicated a decrease in errors and better use of collocations in the treatment group. Comparing the treatment and control groups, the researcher found that there were significantly fewer errors in the use of collocations for the experimental group compared to that of the control group in the posttest. The findings proved that DDL had a positive mediating role in decreasing collocational errors in students’ writing.
