Integrating technology into the foreign language classroom has introduced challenging demands for prospective teachers in designing technology-enhanced lessons. Thus, careful guidance is required to help pre-service teachers identify, integrate, and reflect on appropriate technologies to create more learning opportunities. The present study aims…

This exploratory study describes a framework for data-driven learning (DDL), in General (non-major) English university classes, in which learners "construct" linguistic corpora instead of merely "consulting" them. Prior related work has addressed the needs of language specialists, in particular trainee translators who are…