In the future I will use corpora in my classroom: is it really applicable?

Awatif Alruwaili

doi:10.30827/portalin.vi42.27574

Authors

Awatif Alruwaili Department of Languages and Translation, College of Humanities and Social Sciences, Northern Border University, Arar, Saudi Arabia https://orcid.org/0000-0003-0507-9590

DOI:

https://doi.org/10.30827/portalin.vi42.27574

Keywords:

corpora, teacher-training, implementation, lesson plans, pedagogical skills

Agencies: The author extends their appreciation to the Deanship of Scientific Research at Northern Border University, Arar, KSA for funding this research through the project number NBU-FFR-2024-458-01.

Abstract

The aim of this study was to assess in-service teachers’ pedagogical skills that enable them to exploit corpora successfully in their daily teaching. The teachers attended an intensive training course and were then asked to submit end-of-course projects. The projects involved designing lesson plans based on the teaching contexts and implementing corpora into these plans according to their contexts. The project outcomes revealed that the submitted plans were preliminary and basic in terms of using corpus resources and activities. However, the teachers were genuinely keen to implement corpora into their daily teaching. The teachers applied corpora as an additional teaching methodology and in supplementary activities after explaining the learning units’ aims, periods, foci, and so on. They used corpora as hands-on supplementary sources of information, which was understandable for early application. The teachers seemed willing to implement corpora in their classrooms and needed no further training, but they might still need more guidance and feedback on the first-time application, which could lead to successful implementation.

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Author Biography

Awatif Alruwaili, Department of Languages and Translation, College of Humanities and Social Sciences, Northern Border University, Arar, Saudi Arabia

She is an assistant professor in the Department of Languages and Translation, Faculty of Education and Arts, Northern Border University in Saudi Arabia. She has an interest in language education, teacher education, corpus linguistics and language teaching, with primary focus on corpus-based approaches for teaching collocations.

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FUNDING INFORMATION

The author extends their appreciation to the Deanship of Scientific Research at Northern Border University, Arar, KSA for funding this research through the project number NBU-FFR-2024-458-01.