Exploring Chinese EFL Teachers’ Beliefs about Data-Driven Learning in Language Education: A Q-Methodology Study

Data-driven learning (DDL) has become an important approach in language education, offering innovative ways to enhance teaching and learning. However, little research has examined DDL from the perspective of teachers, particularly their beliefs about its implementation. This study addresses this gap by using Q methodology to investigate the beliefs of 30 Chinese university English teachers about DDL. The analysis uncovered four distinct beliefs: optimistic embrace, which values DDL’s ability to foster student autonomy and engagement; goal-oriented caution, which emphasizes the importance of clear boundaries and well-aligned objectives; tech-dependence skepticism, which highlights the indispensable role of teacher guidance while cautioning against over-reliance on technology; and prudent balance, which advocates for a measured and evidence-based adoption of DDL. These findings illuminate the diversity of teacher attitudes and underscore the complexities of integrating DDL into language education.