Perceptions of EFL Teacher Educators, Pre-service Teachers, and In-service Teachers about Employing Corpus-based Language Pedagogy (CBLP) Knowledge in their Work

Abdel Latif, M. M. (2021). Corpus literacy instruction in language teacher education: Investigating Arab EFL student teachers’ immediate beliefs and long-term practices. ReCALL, 33(1), 34–48. https://doi.org/10.1017/S0958344020000129

Al-Gamal, A. A. M., & Ali, E. A. M. (2019). Corpus-based method in language learning and teaching. International Journal of Research and Analytical Reviews, 6(2), 473-476.

Aliakbari, M., & Tabatabaei, F. S. (2019). Evaluation of Iranian teacher education programs for EFL student-teachers. Journal of Modern Research in English Language Studies, 6(1), 131-105.

Almutairi, N. D. (2016). The effectiveness of corpus-based approach to language description in creating corpus-based exercises to teach writing personal statements. English Language Teaching, 9(7), 103-111.

Alsaraireh, M. Y. (2020). Students’ perceptions on corpus-based instructions in language teaching and learning. Talent Development & Excellence, 12, 54-63.

Amiri, M., Nezakatgoo, B., & Jalilzadeh, K. (2024). Developing and validating a pedagogical content knowledge (PCK) scale for the TEFL teacher education program in the Iranian context. Journal of Research in Curriculum Studies, 1(1), --. https://doi.org/10.48310/jcdr.1403.3722

Angele, B., Schotter, E. R., Slattery, T. J., Tenenbaum, T. L., Bicknell, K., & Rayner, K. (2015). Do successor effects in reading reflect lexical parafoveal processing? Evidence from corpus-based and experimental eye movement data. Journal of Memory and Language, 79, 76-96.

Ashkan, L., & Seyyedrezaei, S. H. (2016). The effect of corpus-based language teaching on Iranian EFL learners’ vocabulary learning and retention. International Journal of English Linguistics, 6(4), 190-196.

Bardovi-Harlig, K., Mossman, S., & Vellenga, H. E. (2015). The effect of instruction on pragmatic routines in academic discussion. Language Teaching Research, 19(3), 324–350. https://doi.org/10.1177/1362168814541739

Bernardini, S. (2002). Exploring new directions for discovery learning. Language and Computers, 42(1), 165–182.

Bhargavi, S., & Anbazhagan, K. (2020). A statistical analysis of corpus-based approach on learning sentence patterns. International Journal of Electrical and Computer Engineering (IJECE), 10(6), 6034-6038.

Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins Publishing Company.

Boulton, A. (2009). Testing the limits of data-driven learning: Language proficiency and training. ReCALL, 21(1), 37–54. https://doi.org/10.1017/S0958344009000068

Boulton, A. (2010). Learning outcomes from corpus consultation. In M. Moreno Jaén, F. Serrano Valverde & M. Calzada Pérez (Eds.), Exploring new paths in language pedagogy: Lexis and corpus-based language teaching (pp. 129–144). Equinox.

Boulton, A. (2017). Corpora in language teaching and learning. Language Teaching, 50(4), 483–506. https://doi.org/10.1017/S0261444817000167

Boulton, A., & Cobb, T. (2017). Corpus uses in language learning: A meta‐analysis. Language Learning, 67(2), 348–393. https://doi.org/10.1111/lang.12224

Çalişkan, G., & Gönen, S. İ. K. (2018). Training teachers on corpus-based language pedagogy: Perceptions on using concordance lines in vocabulary instruction. Journal of Language and Linguistic Studies, 14(4), 190-210.

Callies, M. (2019). Integrating corpus literacy into language teacher education. In S. Götz & J. Mukherjee (Eds.), Learner corpora and language teaching (pp. 245–263). John Benjamins.

Casañ-Pitarch, R., & Calvo-Ferrer, J. R. (2015). Developing writing skills in the classroom: A corpus-based analysis of multi-genre structures. Procedia-Social and Behavioral Sciences, 198, 74-83.

Chambers, A. (2019). Towards the corpus revolution? Bridging the research–practice gap. Language Teaching, 52(4), 460–475. https://doi.org/10.1017/S0261444819000089

Charles, M. (2011). Using hands-on concordancing to teach rhetorical functions: Evaluation and implications for EAP writing classes. In A. Frankenberg-Garcia, L. Flowerdew, & G. Aston (Eds.), New trends in corpora and language learning (pp. 26–43).  Continuum.

Chen, M., Flowerdew, J., & Anthony, L. (2019). Introducing in-service English language teachers to data-driven learning for academic writing. System, 87, 102148. https://doi.org/10.1016/j.system.2019.102148

Chirobocea, O. (2017). The good and the bad of the corpus-based approach (or data-driven learning) to ESP teaching. Mircea cel Batran Naval Academy Scientific Bulletin, 20(1), 364-371.

Chung, T. T., Crosthwaite, P., Cao, C. T. H., & de Carvalho, C. T. (2024). Walking the walk? (Mis) alignment of EFL teachers' self‐reported corpus literacy skills and their competence in planning and implementing corpus‐based language pedagogy. TESOL Quarterly, 58(3), 1046-1080.

Ciobanu, D. I., Hartley, A., & Sharoff, S. (2006). Acquiring reading skills in a foreign language in a multilingual, corpus-based Environment (doctoral dissertation), University of Leeds.

Cotos, E. (2017). Language for specific purposes and corpus-based pedagogy. In C. A. Chapelle & S. J. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 248-264). Computer Science.

Daud, N. M., Hassan, H., & Aziz, N. A. (2013). A corpus-based readability formula for estimate of Arabic texts reading difficulty. World Applied Sciences Journal, 21, 168-173.

Dong, J., & Lu, X. (2020). Promoting discipline-specific genre competence with corpus-based genre analysis activities. English for Specific Purposes, 58, 138-154.

Ebrahimi, A., & Faghih, E. (2016). Integrating corpus linguistics into online language teacher education programs. ReCALL, 29(1), 120. https://doi.org/10.1017/ S0958344016000070

Estefaei, H., & Amjadiparvar, A. (2019). Corpus-based materials and learning non-congruent idioms by Iranian EFL learners: Enhanced and unenhanced input. Journal of Language Horizons, 3(2), 9-27.

Farr, F. (2008). Evaluating the use of corpus-based instruction in a language teacher education context: Perspectives from the users. Language Awareness, 17(1), 25–43. https://doi.org/10.2167/la414.0

Fathi, J., & Yousefifard, S. (2019). Assessing language teachers’ technological pedagogical content knowledge (TPACK): EFL students’ perspectives. Research in English Language Pedagogy, 7(2), 255-282.

Fauzi, A. R. (2021). The students’ familiarity toward English phrasal verbs: A corpus-based study. Epigram, 18(2), 32-41. https://jurnal.pnj.ac.id/index.php/epigram/article/view/4138

Faxriddinovna, J. G. (2021). Corpus linguistics and corpus-based approach in foreign language teaching. World Bulletin of Management and Law, 3, 1-3.

Friginal, E. (2018). Corpus linguistics for English teachers: Tools, online resources, and classroom activities. Routledge.

Ganji, M., Ketabi, S., & Shahnazari, M. (2018). English teacher training courses in Iranian private language institutes: Issues and options. Issues in Educational Research, 28(2), 367-384.

Gardner, D. (2008). Vocabulary recycling in children’s authentic reading materials: A corpus-based investigation of narrow reading. Reading in a Foreign Language, 20(1), 92-122.

Gray, C. D., & Kinnear, P. R. (2012). IBM SPSS statistics 19 made simple. Psychology Press.

 Heather, J., & Helt, M. (2012). Evaluating corpus literacy training for pre-service language teachers: Six case studies. Journal of Technology and Teacher Education, 20(4), 415–440.

Jalilifar, A., Mehrabi, K., & Mousavinia, S. R. (2014). The effect of concordance enriched instruction on the vocabulary learning and retention of Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 742-746.

Johns, T. F., Hsingchin, L., & Lixun, W. (2008). Integrating corpus-based CALL programs in teaching English through children’s literature. Computer Assisted Language Learning, 21(5), 483–506. https://doi.org/10.1080/09588220802448006

Khansir, A. A., & Pakdel, F. (2020). A study of written errors of Iranian learners: A systematic review. Theory and Practice in Language Studies, 10(8), 982-987.

Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78-89.

Latif, M. M. A. (2021). Corpus literacy instruction in language teacher education: Investigating Arab EFL student teachers’ immediate beliefs and long-term practices. ReCALL, 33(1), 34-48.

Lee, H., Warschauer, M., & Lee, J. H. (2020). Toward the establishment of a data‐driven learning model: Role of learner factors in corpus‐based second language vocabulary learning. The Modern Language Journal, 104(2), 345-362.

Leńko-Szymańska, A. (2014). Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education. ReCALL, 26(2), 260–278. https://doi.org/10.1017/S095834401400010X

Leńko-Szymańska, A. (2017). Training teachers in data driven learning: Tackling the challenge. Language Learning & Technology, 21(3), 217–241

Lété, B. (2003). Building the mental lexicon by exposure to print: A corpus-based analysis of French reading books. Mental lexicon. Some Words to Talk about Words, 1(2), 187-214.

Lin, M. H. (2016). Effects of corpus-aided language learning in the EFL grammar classroom: A case study of students’ learning attitudes and teachers’ perceptions in Taiwan. TESOL Quarterly, 50(4), 871–893. http://www.jstor.org/stable/44984721

Lin, M. H. (2019). Becoming a DDL teacher in English grammar classes: A pilot study. The Journal of Language Learning and Teaching, 9(1), 70–82.

Liu, D., & Jiang, P. (2009). Using a corpus‐based lexico-grammatical approach to grammar instruction in EFL and ESL contexts. The Modern Language Journal, 93(1), 61-78.

Lopukhina, A., Lopukhin, K., & Laurinavichyute, A. (2021). Morphosyntactic but not lexical corpus-based probabilities can substitute for cloze probabilities in reading experiments. PloS one, 16(1), e0246133.

Lu, X., Casal, J. E., & Liu, Y. (2021). Towards the synergy of genre-and corpus-based approaches to academic writing research and pedagogy. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 11(1), 59-71.

Ma, Q. (2024). Corpus-based language pedagogy for pre-service and in-service teachers: Theory, practice, and research. In P. Crosthwaite (Ed.), Corpora for language learning: Bridging the research-practice divide (pp. 174-186). Routledge.

Ma, Q., Tang, J., & Lin, S. (2021). The development of corpus-based language pedagogy for TESOL teachers: A two-step training approach facilitated by online collaboration. Computer Assisted Language Learning, 2(1), 1-30. https://doi.org/10.1080/09588221.2021.1895225

Ma, Q., Yuan, R., Cheung, L. M. E., & Yang, J. (2024). Teacher paths for developing corpus-based language pedagogy: A case study. Computer Assisted Language Learning, 37(3), 461-492. https://doi.org/10.1080/09588221.2022.2040537

Maghsoudi, M. (2021). A reflection on the undergraduate teaching English as a foreign language curriculum at Farhangian University from TPACK perspective. Foreign Language Research Journal, 11(2), 181-202. https://doi.org/10.22059/jflr.2021.316601.794

Maghsoudi, M., & Khodamoradi, A. (2020). A critical analysis of the latest curriculum for English language teacher education at Farhangian University. Journal of Critical Literature and Humanities, 19(11), 273-297.

Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & Lederman, N.G. Dordrecht (Eds.), Examining pedagogical content knowledge (pp. 95-132). Kluwer.

Mahmoodi, M., Rashtchi, M., & Abbasian, G. R. (2019a). Evaluation of in-service teacher training program in Iran: Focus on the Kirkpatrick model. Образование и саморазвитие, 14(4), 20-38.

Mahmoudi, M., Rashtchi, M., & Abbasian, G. R. (2019b). Efficacy of in-service education and training (INSET) courses in improving EFL teachers’ technological pedagogical and content knowledge (TPACK). Journal of Modern Research in English Language Studies, 5, 1-28.

Naismith, B. (2017). Integrating corpus tools on intensive CELTA courses. ELT Journal, 71(3), 273–283.

Nesi, H. (2005). A corpus-based analysis of academic lectures across disciplines. Language Across Boundaries, 16, 201-209.

Nezakatgoo, B. (2018). Iranian EFL teachers’ professional development activities‎ for teaching literacy. The International Journal of Humanities, 25(4), 65-76.

Ortikov, U. (2023). Practical uses of corpus analysis in designing language teaching materials. Oriental renaissance: Innovative, educational, natural and social sciences, 3(7), 304-309.

Osipova, E. S., & Sergeevna Osipova, E. (2018). Corpus linguistics technology in teaching English as a foreign language. European Proceedings of Social and Behavioral Sciences, 51, 273-283. https://dx.doi.org/10.15405/epsbs.2018.12.02.30

Pallant, J. (2016). SPSS survival manual (6^th ed.). Allen & Unwin.

Paz, R. M. (2020). A corpus-based analysis of prepositions of time and location in Filipino students’ written essays. International Journal on Language, Research and Education Studies, 4(1), 1-17.

Poole, R. (2020). Corpus can be tricky: Revisiting teacher attitudes towards corpus-aided language learning and teaching. Computer Assisted Language Learning, 2(3), 1–22. https://doi.org/10.1080/09588221.2020.1825095

Qoura, Y. A., Hassan, B., & Mostafa, A. (2018). The impact of corpus-based program on enhancing the EFL student teachers’ writing skills and self-autonomy. Journal of Research in Curriculum Instruction and Educational Technology, 4(1), 11-53.

Raygan, A., & Moradkhani, S. (2020). Factors influencing technology integration in an EFL context: Investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 2(3), 1-22.

Sahragard, R., Razmjoo, S. A., & Baharloo, A. (2014). The practicality of critical pedagogy from Iranian EFL instructors’ viewpoints: A cross-sectional study. International journal of critical pedagogy, 5(2), 178-193.

Schmidt, N. (2023). Unpacking second language writing teacher knowledge through corpus-based pedagogy training. ReCALL, 35(1), 40-57.

Shulman, L.S. (1986). Those who understand: a conception of teacher knowledge. American Educator, 43, 9-15.

Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

Song, Y. (2021). A review of how class orchestration with technology has been conducted for pedagogical practices. Educational Technology Research and Development, 69(3), 1477-1503.

Su, R. (2021). Analysis of language features of English corpus based on Java Web. Microprocessors and Microsystems, 80, 103611.

Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1-16.

Wei, Y. A. O. (2021). A review of corpus-based foreign language teaching research. Sino-US English Teaching, 18(6), 147-151.

Yoon, H. (2005). An investigation of students' experiences with corpus technology in second language academic writing (doctoral dissertation), The Ohio State University.

Yu, L., Liu, Y., & Reichle, E. D. (2020). A corpus-based versus experimental examination of word-and character-frequency effects in Chinese reading: Theoretical implications for models of reading. Journal of Experimental Psychology: General. Advance online publication.  

Zareva, A. (2017). Incorporating corpus literacy skills into TESOL teacher training. ELT Journal, 71(1), 69–79. https://doi.org/10.1093/elt/ccw045