This study investigates the effect of the DDL (Data-Driven Learning) approach on the English sentence writing ability of 6th graders in elementary school. To this end, a total of seven English textbooks were used to build a corpus. Five teachers were then asked to conduct five lessons using a weak version of DDL in their 6-grade EFL classrooms. Students were asked to complete a pre- and post-test and a pre- and post-survey, and a selected number of students and four of the five teachers had in-depth interviews with the researcher. The results are as follows: First, DDL using the textbook corpus was found to be adequate for helping elementary students improve their sentence-writing ability. Second, DDL had a significant effect on upper, middle, and lower level groups of students. Third, the students felt that DDL was neither unfamiliar nor difficult. Fourth, teachers with little teaching experience found it easy to conduct their classes using the DDL approach. This study implies that DDL is an effective approach to teaching communicative functions and language forms in the elementary English classroom and can be useful for all levels of elementary students.

I. 서론
II. 이론적 배경 및 선행 연구
III. 연구 방법
    1. 연구 대상
    2. 연구 방법 및 연구 도구
    3. 자료 분석 방법
IV. 연구 결과 및 논의
    1. 사전·사후 쓰기 평가 결과
    2. 영어 수준에 따른 사전·사후 쓰기 평가 결과 비교
    3. 사전 설문 결과
    4. 사후 설문 결과
    5. 사후 학생 심층 면담 결과
    6. 사후 지도교사 면담 결과
V. 결론 및 제언
    1. 결론
    2. 제언
참고문헌

• 이인숙(한국교원대학교) | Lee Insuk
• 이동주(한국교원대학교) | Lee Dong Ju