The effects of computer-based data driven learning of prepositions “IN”, “ON” and “AT” on tertiary EFL students in China

Despite early exposure to grammatical rules in Chinese EFL classrooms, traditional instructional approaches continue to present persistent challenges, especially in the accurate use of English prepositions such as in, on, and at. This study investigates the effectiveness of Computer-Based Data-Driven Learning (CBDDL) in improving tertiary-level Chinese EFL learners’ grammatical competence, with a particular focus on these frequently misused prepositions. A sequential explanatory mixed-methods design was adopted, involving 120 first-year students from a vocational college in Chongqing, China. Participants were randomly assigned to an experimental group (n = 60), which received corpus-based instruction using AntConc and concordance lines from the British National Corpus (BNC), and a control group (n = 60), which received conventional grammar teaching through textbooks and teacher-led explanations. Quantitative data were collected via pre- and post-tests and analysed using paired samples t-tests. The results revealed a statistically significant improvement in the experimental group’s prepositional accuracy compared to the control group (p < .001), indicating the efficacy of CBDDL in fostering grammatical development. Qualitative data obtained through semi-structured interviews revealed that students perceived the CBDDL approach as engaging, empowering, and conducive to independent discovery. They reported increased motivation, enhanced awareness of language patterns, and greater confidence in applying grammar rules contextually. These findings underscore the potential of CBDDL as a viable alternative to traditional grammar instruction, particularly in under-resourced EFL settings. The study contributes to the growing body of literature supporting corpus-based language teaching and recommends the integration of CBDDL in curriculum design and teacher training. Future research is encouraged to explore the use of diverse corpora, such as the Corpus of Contemporary American English(COCA), to adapt instruction to learners’ proficiency levels and further enhance pedagogical effectiveness.