Unpacking second language writing teacher knowledge through corpus-based pedagogy training

Abstract

Corpus-based language teaching is one area of second language (L2) pedagogy in which L2 teachers may benefit from extensive guidance on how to integrate digital tools into pedagogical practices. Direct corpus approaches like data-driven learning (DDL) cultivate learner engagement and language discovery. However, second language writing (SLW) teachers face significant challenges using corpora in the classroom, and these challenges often go unaddressed in language teacher education, particularly for in-service teachers. This paper reports on a case study in which six university SLW teachers participated in an online corpus-based pedagogy workshop. Teachers developed DDL activity plans and wrote in reflective diaries. The analysis of these artifacts shows that the teachers tended to follow one of two paths toward knowledge integration, as either Planners or Seekers, when implementing corpus activities in their classrooms. The teachers also reported increased confidence in applying direct corpus methods to their lessons by the end of the workshops, though they expressed the need for continued, long-term support.

Using music reviews in the intermediate L2 German classroom: An exploratory lesson in genre‐based writing

“…The implementation of corpus approaches in the L2 classroom has been well‐established in the literature (Boulton et al., 2012; Cobb & Boulton, 2015; Flowerdew, 2009, 2012; Ma & Mei, 2021). Specifically, corpus approaches have gained momentum with L2 language writing (e.g., Alkhatnai, 2017; Carter‐Thomas & Chambers, 2012; Xiao & Xin, 2018; Schmidt, 2023). Learners’ experiences with using corpora have generally been positive in relation to learning vocabulary (Sinha, 2021) and the development of L2 writing skills (Kennedy & Miceli, 2017; Yoon & Hirvela, 2004).…”

Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study

“…Several decades after the calls to use corpora for teaching, studies have documented evidence of both indirect use, primarily involving reference publishing (Leńko-Szymańska & Boulton, 2015;McEnery & Xiao, 2011), and direct use of integrating corpora into language teaching (Boulton & Cobb, 2017;Boulton & Vyatkina, 2021;Lee, Warschauer & Lee, 2017;Pérez-Paredes, 2019). However, there is insufficient evidence of direct use regarding the professional development of corpus training for in-and pre-service teachers (Callies, 2019;Latif, 2021;Leńko-Szymańska, 2017;Naismith, 2017;Pérez-Paredes, 2022;Schmidt, 2022), particularly those at primary or secondary schools.…”

Creating an islamic boarding school english corpus: corpus metadata, frequently used words, and unique words

“…According to Hunston [7], a corpus benefits researchers and language learners since it effectively informs people what language is like. In the context of English teacher training, a corpus has great potential to help teachers design effective teaching activities as it provides authentic language data/examples and collocation learning [8]. Further, Fauzi [9] states that teaching and learning based on the corpus-based approach should be utilized to assist the beneficial effects of employing corpora in vocabulary instruction because it focuses on learning words and how to keep them in long-term memory, then use them in speaking.…”