ABSTRACT
Despite the potential for the implementation of customized, individualized DDL, we know very little about the use of DDL in informal learning contexts. This chapter explores how a reconceptualization of prototypical DDL can favour the spread of DDL approaches to language learning in informal learning. I claim that it is essential that we pursue an analysis of the role of DDL in a broader language learning context (Pérez-Paredes & Mark, 2021) that includes digital learning, engagement with new digital literacies and what I describe in this chapter as broad data-driven learning (BDDL).
