Exploring Data-Driven Learning Integration in ESL Grammar Teaching: Insights from Learners and Teachers in the Global South

Although Data-Driven Learning (DDL, thereafter) has demonstrated considerable pedagogical advancement since its inception in the early 1990s, its integration into ESL classrooms remains sporadic, particularly in Global South contexts. Despite its growing traction in ELT research and practice, DDL remains underutilized in Philippine secondary ESL classrooms. This study aims to address this gap by examining the efficacy and practical feasibility of DDL in teaching modal verbs to Filipino secondary learners. Employing a quasi-experimental, pretest-posttest design, two instructional groups were compared: one that followed conventional pedagogical methods and the other that utilized a DDL approach. Independent t-tests revealed significantly superior performance among learners exposed to DDL instruction, underscoring its pedagogical value. To enrich the findings, focus group discussions were conducted with five English teachers and five learner-participants from the experimental group. Responses indicated generally favorable perceptions, highlighting increased learner engagement and autonomy. Nevertheless, concerns were raised regarding technological accessibility and the inadequacy of teacher training, echoing issues scarcely addressed in the current literature. Using the lens of critical realism, the study interpreted not only surface-level outcomes but also the deeper mechanisms and structural conditions that shape the success or limitations of DDL in the Philippine context. Hence, findings suggest that while DDL offers a compelling alternative to traditional methodologies, its successful implementation in the Philippine context necessitates sustained investment in teachers guided by existing structural and cultural realities. This study contributes to the expanding discourse on DDL and signals new avenues for research and instructional innovation in underrepresented educational contexts.