This exploratory study investigated which learner factors are associated with junior high school students’ intention to use a data-driven learning (hDDL) application beyond class time after initial classroom implementations. Participants were 112 first-year students at a Japanese university-affiliated lower secondary school. In February 2025, students experienced four hDDL-supported lessons using a controlled example-sentence corpus designed for CEFR A1-A2 learners. Immediately after the implementation, students completed a 19-item Likert-scale questionnaire targeting ease of use, perceived usefulness across skills, classroom learning preferences, and English-skill preferences. Using JASP, we first reported descriptive statistics for all items and examined internal consistency for theoretically motivated composites. A usefulness composite (mean of Q3-Q9; α＝.851) and an English-preference composite (mean of Q13-Q17; α＝.904) were retained, whereas low-reliability sets were analyzed at the item level. Associations between the behavioral intention item (Q2; intention to use hDDL outside class) and other variables were examined using Spearman’s rank correlations with false discovery rate control. To identify independent predictors of intention, we conducted proportional-odds ordinal logistic regression with standardized predictors and reported odds ratios with 95% confidence intervals. Results showed that intention to use hDDL outside class was most strongly related to perceived usefulness and was independently predicted by usefulness (OR＝3.48, 95% CI [2.07, 5.83]) and English preference (OR＝2.03, 95% CI [1.20, 3.44]). Preference for learning through peer discussion exhibited a small negative effect after controlling other factors (OR＝0.66, 95% CI [0.45, 0.97]). These findings suggest that, for entry-level learners, enhancing concrete perceptions of usefulness across language skills is central to fostering sustained engagement with DDL tools, while instructional designs may need flexible participation structures to accommodate differing classroom interaction preferences. The study provides an initial learner-profile perspective to inform scalable DDL integration in lower secondary EFL contexts.
