Constructivism is a theory within the field of Second Language Acquisition. It is associated with an inductive, discovery-based approach to learning, in which students apply their existing background knowledge and cognitive problem-solving skills to understand new data. Data-driven learning (DDL) relies on the use of corpora and concordancing software to retrieve, for example, multiple uses of vocabulary or phrases from a corpus. DDL also promotes an inductive, discovery-based approach to language learning as students are expected to extrapolate rules or probabilistic tendencies of language from examples in the concordance output. DDL is a methodology which is thus seen as conducive to a constructivist approach. The teacher’s role is seen as a facilitator, ensuring that the learning process is effective. This can be done through providing scaffolding input, which can take the form of co-construction of knowledge through collaborative dialogue and negotiation with guidance and support mediated by the teacher or other students. This entry discusses key DDL pedagogic initiatives which take a constructivist stance. It also reviews empirical studies which aim to investigate the link between DDL and constructivist approaches. Recommendations for research to establish a closer association between constructivist theory and DDL methodological practice are given.