In this study, we held a 12-hour workshop focused on training the Data-Driven Learning (DDL) approach for in-service Chinese teachers aiming to implement this pedagogy in Mandarin Chinese classrooms in the future. We analyzed data from a postworkshop questionnaire to understand how the individual-level traits of Chinese teachers (such as their experience, ability, and motivations) relate to their integration of corpus-based methods. The questionnaire results indicate that teacher confidence in using the corpus is critical for the future application of DDL in teaching Chinese as a second language. Teachers who use corpus-based pedagogies are more positive at designing and guiding DDL activities and are more willing to practice DDL in language classes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]