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

Articles in Press

Document Type : Research Paper

Authors

1 Ferdowsi University of Mashhad

2 Department of English, Faculty of Letters and Humanities,Ferdowsi University, Mashhad, Iran.

3 Department of English, Faculty of Letters and Humanities, Ferdowsi University, Mashhad, Iran

10.22034/elt.2025.68043.2801

Abstract

A thorough literature review indicates that the concept of Corpus-Based Language Pedagogy (CBLP) remains largely unfamiliar to many foreign language teachers in Iran. This study aims to bridge that gap by exploring how CBLP can be integrated into language teaching practices. Utilizing a sequential exploratory mixed-methods approach, we conducted interviews with 60 participants, including 20 TEFL experts (teacher trainers), 20 in-service high school teachers, and 20 pre-service teachers. These interviews were designed to uncover insights into the potential application of CBLP in their educational settings. To further investigate perceptions of CBLP, we developed a validated scale and surveyed 30 teacher educators, 118 pre-service teachers, and 147 in-service EFL teachers. The qualitative data from interviews were analyzed using content analysis, revealing that CBLP can significantly enhance areas such as language assessment, technological knowledge, and teaching material development. Quantitative analysis through Multivariate ANOVA (MANOVA) highlighted notable differences in perceptions among the three groups regarding the implementation of CBLP. These findings underscore the necessity for targeted professional development courses that focus on CBLP within Iranian EFL teacher education programs, ultimately enriching the pedagogical approaches of language teachers in the region.

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Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 02 December 2025

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