Exploring Individual Differences in AI‐Assisted and Corpus‐Based Data‐Driven Learning: Insights Into Learners’ Perceptions and Language Learning Outcomes

Abstract

ABSTRACT This study examined the comparative effectiveness of corpus‐based data‐driven learning (DDL; Linguee) and artificial intelligence (AI)‐assisted DDL (ChatGPT) among 69 Japanese university EFL learners. Both approaches produced comparable learning gains, with no significant difference between groups after controlling for pretest performance. However, proficiency emerged as a key moderating factor: intermediate‐level learners achieved greater improvements than low‐proficiency learners. Learner perceptions, assessed through the technology acceptance model (TAM), indicated higher ratings of perceived ease of use, behavioral intention, and overall preference for AI‐assisted DDL. These findings underscore the importance of aligning DDL implementation with learner proficiency and technology acceptance. AI‐assisted tools such as ChatGPT offer accessible, engaging alternatives to traditional corpus‐based methods, broadening opportunities for inductive, data‐driven language learning.

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