References
Baisa, V., & Suchomel, V. (2014). SkELL:
Web interface for English language learning. Eighth Workshop on Recent Advances in Slavonic
Natural Language Processing, 63–70.
Bestgen, Y., & Granger, S. (2014). Quantifying
the development of phraseological competence in L2 English writing: An automated
approach. Journal of Second Language
Writing,
26
1, 28–41. 

Bestgen, Y., & Granger, S. (2018). Tracking
L2 writers’ phraseological development using collgrams: Evidence from a longitudinal EFL
corpus. In S. Hoffmann, A. Sand, S. Arndt-Lappe, & L. M. Dillmann (Eds.), Corpora
and
Lexis (pp. 277–301). Brill. 

Boulton, A., & Cobb, T. (2017). Corpus
use in language learning: A meta-analysis. Language
Learning,
67
(2), 348–393. 

Boulton, A., & Vyatkina, N. (2021). Thirty
years of data-driven learning: Taking stock and charting new directions. Language Learning and
Technology,
25
(3), 66–89.
Boyd, A., Hana, J., Nicolas, L., Meurers, D., Wisniewski, K., Abel, A., Schöne, K., Štindlová, B., & Vettori, C. (2014). The
MERLIN corpus: learner language and the CEFR. In N. Calzolari, K. Choukri, T. Declerck, H. Loftsson, B. Maegaard, J. Mariani, A. Moreno, J. Odijk, & S. Piperidis (Eds.), Proceedings
of the 9th International Conference on Language Resources and Evaluation (LREC
2014) (pp. 1281–1288), European Language Resources Association (ELRA).
Carlsen, C. (2012). Proficiency
level – A fuzzy variable in computer learner corpora. Applied
Linguistics,
33
(2), 161–183. 

Casani, E. (2020). Valutare
la competenza morfosintattica in italiano L2. Una validazione corpus-based dei livelli del
QCER. In E. Nuzzo, E. Santoro, & L. Vedder (Eds.), Valutazione
e misurazione delle produzioni orali e scritte in italiano lingua
seconda (pp. 15–26). Cesati.
Chambers, A. (2019). Towards
the corpus revolution? Bridging the research–practice gap. Language
Teaching,
52
(4), 460–475. 

Cole, M. W. (2014). Speaking
to read: Meta-analysis of peer-mediated learning for English language learners. Journal of
Literacy
Research,
46
(3), 358–382. 

Forti, L. (2023). Learner
corpora and the design of data-driven learning activities. In B. Bédi, Y. Choubsaz, K. Friðriksdóttir, A. Gimeno-Sanz, S. Björg Vilhjálmsdóttir, & S. Zahova (Eds.), CALL
for all Languages – EUROCALL 2023 Short Papers. University of Iceland, Reykjavik, August
15–18 (pp. 139–144). Editorial Universitat Politècnica de València. 

Forti, L., Bolli, G. G., Santarelli, F., Santucci, V., & Spina, S. (2020). MALT-IT2:
A new resource to measure text difficulty in light of CEFR levels for Italian L2
learning. In N. Calzolari, F. Béchet, P. Blache, K. Choukri, C. Cieri, T. Declerck, S. Goggi, H. Isahara, B. Maegaard, J. Mariani, H. Mazo, A. Moreno, J. Odijk, & S. Piperidis (Eds.), Proceedings
of the 12th Language Resources and Evaluation
Conference (pp. 7206–7213). European Language Resources Association (ELRA).
Frey, J. C., König, A., Stemle, E. W., & Paquot, M. (2023, August/September). A
core metadata schema for L2 data. Poster presented at the EuroSLA 32
conference 2023, University of Birmingham, United Kingdom.
Friginal, E. (2018). Corpus
linguistics for English teachers: Tools, online resources, and classroom
activities. Routledge. 

Gilquin, G. (2023). Written
learner corpora to inform teaching. In R. R. Jablonkai, & E. Csomay (Eds.), The
Routledge handbook of corpora and English language teaching and
learning (pp. 281–295). Routledge.
Gilquin, G., & Granger, S. (2022). Using
data-driven learning in language teaching. In A. O’Keeffe, & M. J. McCarthy (Eds.), The
Routledge handbook of corpus linguistics (2nd
ed., pp. 430–442). Routledge. 

Glaznieks, A., Frey, J.-C., Stopfner, M., Zanasi, L., & Nicolas, L. (2022). LEONIDE:
A longitudinal trilingual corpus of young learners of Italian, German and
English. International Journal of Learner Corpus
Research,
8
(1), 97–120. 

Götz, S. (2022, August). Learner
corpora and DDL: A promising synergy? Paper presented at the CorpusCALL
SIG symposium “DDL and learner corpora” as part of the EuroCALL conference 2022 (online), University of
Iceland, Iceland.
Goulart, L., & Veloso, I. (Eds.). (2023). Corpora
in English language teaching. Classroom activities for teachers new to corpus linguistics. Open
Educational Resource. Montclair State University.
Granger, S. (1996). From
CA to CIA and back: An integrated approach to computerized bilingual and learner
corpora. In K. Aijmer, B. Altenberg, & M. Johansson (Eds.), Languages
in contrast: Papers from a symposium on text-based cross-linguistic studies: Lund 4–5 March
1994 (pp. 37–51). Lund University Press.
Granger, S., Dupont, M., Meunier, F., Naets, H., & Paquot, M. (Eds.). (2020). International
Corpus of Learner English. Version 3. Presses universitaires de Louvain.
Granger, S., & Paquot, M. (2017, December). Towards
standardization of metadata for L2 corpora. Invited talk at the CLARIN
workshop on Interoperability of Second Language Resources and Tools, University of
Gothenburg, Sweden.
Gyllstad, H., & Snoder, P. (2021). Exploring
learner corpus data for language testing and assessment purposes: The case of verb + noun
collocations. In S. Granger (Ed.), Perspectives
on the L2
phrasicon (pp. 49–71). Multilingual Matters. 

Johns, T. (1991). Should
you be persuaded – Two examples of data driven learning
materials. In J. Johns, & P. King (Eds.), Classroom
concordancing, English Language Research
Journal,
4
1, 1–16.
La Russa, F., D’Alesio, V., & Suadoni, A. (2023). Designing
a corpus-based syllabus of Italian collocations: Criteria, methods and procedure, Revue
Roumaine de
Linguistique,
4
1, 377–389. 

Le Foll, E. (2021). Creating
corpus-informed materials for the English as a foreign language classroom. A step-by-step guide for (trainee) teachers using
online resources (Third Edition). Open Educational Resource. [URL]. CC-BY-NC
4.0.
Lee, H., Warschauer, M., & Lee, J. H. (2018). The
effects of corpus use on second language vocabulary learning: A multilevel
meta-analysis. Applied
Linguistics,
40
(5), 721–753. 

Mizumoto, A., & Chujo, K. (2015). A
meta-analysis of data-driven learning approach in the Japanese EFL classroom. English Corpus
Studies,
22
1, 1–18.
Paquot, M., Rubin, R., & Vandeweerd, N. (2022). Crowdsourced
adaptive comparative judgment: A community-based solution for proficiency rating. Language
Learning,
72
(3), 853–885. 

Pérez-Paredes, P. (2022). A
systematic review of the uses and spread of corpora and data-driven learning in CALL research during
2011–2015. Computer Assisted Language
Learning,
35
(1–2), 36–61. 

Pérez-Paredes, P., Ordoñana Guillamón, C., Van de Vyver, J., Meurice, A., Aguado Jiménez, P., Conole, G., & Sánchez Hernández, P. (2019). Mobile
data-driven language learning: Affordances and learners’
perception. System,
84
1, 145–159. 

Poole, R. (2018). A
guide to using corpora for English language learners. Edinburgh University Press. 

Spina, S., Fioravanti, I., Forti, L., Santucci, V., Scerra, A., & Zanda, F. (2022). Il
Corpus CELI: Una nuova risorsa per studiare l’acquisizione dell’italiano L2. Italiano
LinguaDue,
14
(1), 116–138. 

Spina, S., Fioravanti, I., Forti, L., & Zanda, F. (2023). The
CELI corpus: Design and linguistic annotation of a new online learner corpus. Second Language
Research, Ahead of print. [URL]
Viana, V. (Ed.). (2023). Teaching
English with corpora: A resource book. Routledge.
Vyatkina, N. (2020). Corpora
as open educational resources for language teaching. Foreign Language
Annals,
53
(2), 359–370. 

Wu, S., Fitzgerald, A., & Witten, I. (2019). Developing
and evaluating a learner-friendly collocation system with user query data. International
Journal of Computer-Assisted Language Learning and
Teaching,
9
(2), 53–78. 

Zanda, F., & Rini, D. (2023). Using
a learner corpus to refresh rating scales of CELI
exams. In Conference proceedings of the ALTE 8th International
Conference: Language Assessment Fit for the
Future (pp. 42–47). ALTE.