This entry examines the application of Data-Driven Learning (DDL) in second language reading instruction, with a particular focus on the diverse methodologies and outcomes associated with this approach. It critically reviews existing research, highlighting the moderate success of DDL in improving writing, vocabulary, and grammar. However, less emphasis has been placed on its efficacy in developing reading skills. By surveying recent studies, this entry identifies various strengths and limitations of DDL in intensive, extensive, and task-based reading contexts. Practical suggestions for effectively implementing DDL in second language classrooms are provided, emphasizing the importance of tailoring approaches to learner needs and educational environments.