Writing aids for data-driven learning (DDL) have evolved significantly beyond simple text concordances. Since the late twentieth century, most English language learner dictionaries and many textbooks and grammars have relied on corpus data. More recent developments such as writing assistants can not only aid users in text production but can also enable DDL by helping users interpret language patterns. Writing assistants frequently integrate features like corpus-derived examples and collocation suggestions, making corpus data more accessible. These tools mitigate common DDL challenges, such as decontextualised concordances and data overload, and are more user-friendly, reducing the technical barriers to DDL adoption. Despite their widespread use and positive user reception, more research is needed to evaluate their effectiveness in language learning. The incorporation of human-computer interaction (HCI) principles has been instrumental in developing and testing writing aids and enhancing their usability and impact.