Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review

Gamze Emir; Nesli Çiğdem Saral

doi:10.17275/per.25.16.12.2

EN

Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review

Abstract

The incorporation of corpora into language education has garnered a substantial amount of interest particularly within the context of second language and foreign language settings, with regard to language skills, components, and the teacher development. This systematic review explored emerging issues in corpus applications in English Language Teaching (ELT) by examining thirty-eight studies published in prominent journals from 2016 to 2023. In this review, the corpus studies were analysed with reference to the focused research topics, methodological design they employed, and the major findings that were presented. This systematic review provided valuable insights into the current state of corpus applications in ELT. The findings identified a predominance of quantitative research designs, highlighting a need for more qualitative and longitudinal studies to fully understand the dynamics of corpus use in language teaching and learning. Key findings revealed that while corpus applications as a Data-Driven Learning (DDL) tool enhanced learners’ vocabulary, grammar, reading, writing, and pragmatic skills, there was limited focus on teachers’ interaction with corpora. Increasing teachers’ corpus literacy and fostering collaborative learning were found to be critical for teachers’ effective integration of corpus tools into classroom practice. The review underscored the importance of comprehensive training and support for teachers to maximize the potential of corpus-based pedagogy.

Keywords

corpora, corpus applications, data-driven learning, English language teaching and learning

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Details

Primary Language

English

Subjects

English As A Second Language

Journal Section

Systematic Reviews and Meta Analysis

Authors

Gamze Emir
0000-0002-9705-9767
Türkiye

Nesli Çiğdem Saral ^*
0000-0001-5582-8495
Türkiye

Early Pub Date

March 4, 2025

Publication Date

March 1, 2025

Submission Date

September 11, 2024

Acceptance Date

December 3, 2024

Published in Issue

Year 2025 Volume: 12 Number: 2

DOI

https://doi.org/10.17275/per.25.16.12.2

IZ

https://izlik.org/JA76EZ49MF

APA

Emir, G., & Saral, N. Ç. (2025). Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review. Participatory Educational Research, 12(2), 1-19. https://doi.org/10.17275/per.25.16.12.2

AMA

1.Emir G, Saral NÇ. Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review. PER. 2025;12(2):1-19. doi:10.17275/per.25.16.12.2

Chicago

Emir, Gamze, and Nesli Çiğdem Saral. 2025. “Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review”. Participatory Educational Research 12 (2): 1-19. https://doi.org/10.17275/per.25.16.12.2.

EndNote

Emir G, Saral NÇ (March 1, 2025) Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review. Participatory Educational Research 12 2 1–19.

IEEE

[1]G. Emir and N. Ç. Saral, “Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review”, PER, vol. 12, no. 2, pp. 1–19, Mar. 2025, doi: 10.17275/per.25.16.12.2.

ISNAD

Emir, Gamze - Saral, Nesli Çiğdem. “Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review”. Participatory Educational Research 12/2 (March 1, 2025): 1-19. https://doi.org/10.17275/per.25.16.12.2.

JAMA

1.Emir G, Saral NÇ. Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review. PER. 2025;12:1–19.

MLA

Emir, Gamze, and Nesli Çiğdem Saral. “Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review”. Participatory Educational Research, vol. 12, no. 2, Mar. 2025, pp. 1-19, doi:10.17275/per.25.16.12.2.

Vancouver

1.Gamze Emir, Nesli Çiğdem Saral. Exploring Emerging Issues in Corpus Applications in ELT: A Systematic Review. PER. 2025 Mar. 1;12(2):1-19. doi:10.17275/per.25.16.12.2

Cited By

Decision Support System for Evaluating Corpus-Based Word Lists for Use in English Language Teaching Contexts

IEEE Access

https://doi.org/10.1109/ACCESS.2025.3579865

27707

Creative Commons Atıf 4.0 International Lisance

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