Hostname: page-component-745bb68f8f-grxwn Total loading time: 0 Render date: 2025-01-08T04:31:57.274Z Has data issue: false hasContentIssue false
  • English
  • Français

Integrating corpus linguistics into online language teacher education programs

Published online by Cambridge University Press:  24 June 2016

Alice Ebrahimi  and
Esmail Faghih
Alice Ebrahimi
Affiliation:
AlzahraUniversity, Iran (email: [email protected])
Esmail Faghih
Affiliation:
Islamic Azad University, Iran (email: [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

This study reports on a qualitative study which explored 32 pre-service teachers’ evaluations of two online seven-week introductory courses in corpus linguistics (CL). Data were gathered through questionnaires, participants’ written journals, post-course semi-structured email interviews, and discussion forum entries. The qualitative analysis of data revealed that for successful integration of CL into online language teacher education programs, several procedures should be employed. These include: providing the necessary technological infrastructure in educational settings; incorporating CL instruction in initial stages of language teacher education degree programs and extending it throughout the whole curriculum; focusing more on the practical aspects of CL with much emphasis placed on the necessary pedagogical knowledge and skills for successful exploitation of CL; introducing user-friendly tools and encouraging indirect use of corpora in the absence of necessary technological facilities; providing adequate and effective instructional materials (text-based reading materials, screen capture videos, hands-on activities, etc.) along with sufficient instructor support; and encouraging the participants to reflect on the approach critically. The findings may promise implications for language teacher educators to effectively introduce CL to student teachers in virtual learning environments.

Keywords

CALLteacher educationcorpus linguisticscorpus-based tools
Type
Regular papers
Information
ReCALL , Volume 29 , Issue 1 , January 2017 , pp. 120 - 135
Check for updates
Copyright
Copyright © European Association for Computer Assisted Language Learning 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bird, L. (2007) The 3 ‘C’ design model for networked collaborative e‐learning: A tool for novice designers. Innovations in Education and Teaching International, 44(2): 153–167.Google Scholar
Boulton, A. (2010) Data-driven learning: Taking the computer out of the equation. Language Learning, 60(3): 534–572.Google Scholar
Boulton, A. (2011a) Bringing corpora to the masses: Free and easy tools for language learning. In: Kübler, N. (ed.), Corpora, language, teaching, and resources: From theory to practice. Bern: Peter Lang, 69–96.Google Scholar
Boulton, A. (2011b) Data-driven learning: The perpetual enigma. In Goźdź-Roszkowski, S. (ed.), Explorations across languages and corpora. Bern: Peter Lang, 563–580.Google Scholar
Breyer, Y. (2011) Corpora in language teaching and learning: Potential, evaluation, challenges. Frankfurt: Peter Lang.Google Scholar
Chapelle, C. A. (2006) Foreword. In: Hubbard, P. and Levy, M. (eds.), Teacher education in CALL. Amsterdam: John Benjamins, vi–viii.Google Scholar
Clair, D. J. S. (2009) My experience with teaching online: Confessions and observations of a survivor. MERLOT Journal of Online Learning and Teaching, 5(1): 166–175.Google Scholar
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.Google Scholar
Flowerdew, L. (2012) Corpora and language education. Basingstoke: Palgrave Macmillan.Google Scholar
Goktas, Y., Yildirim, Z. and Yildirim, S. (2008) A review of ICT related courses in pre-service teacher education programs. Asia Pacific Education Review, 9(2): 168–179.Google Scholar
Granger, S. (2013) Error-tagged learner corpora and CALL: A promising synergy. CALICO Journal, 20(3): 465–480.Google Scholar
Heather, J. and Helt, M. (2012) Evaluating corpus literacy training for pre-service language teachers: Six case studies. International Journal of Technology and Teacher Education, 20(4): 415–440.Google Scholar
Hedayati, H. F. and Marandi, S. S. (2014) Iranian EFL teachers’ perceptions of the difficulties of implementing CALL. ReCALL, 26(3): 298–314.Google Scholar
Hewings, M. (2012) Using corpora in research, teaching, and materials design for ESP: An evaluation. Taiwan International ESP Journal, 4(1): 1–24.Google Scholar
Hable, A. (2010) Implementing computer corpora as a source in English language teaching (ELT) (Unpublished doctoral dissertation). University of Vienna: Vienna, Austria.Google Scholar
Jang, S. J. (2008) The effects of integrating technology, observation and writing into a teacher education method course. Computers & Education, 50(3): 853–865.Google Scholar
Jones, C. M. and Youngs, B. L. (2006) Teacher preparation for online language instruction. In: Hubbard, P. and Levy, M. (eds.), Teacher education in CALL. Amsterdam: John Benjamins, 267–280.Google Scholar
Kop, R. (2008) Web 2.0 technologies: Disruptive or liberating for adult education? Gateway to the Future of Learning. Proceedings 49th Adult Education Research Conference. St. Louis: University of Missouri, 222–227.Google Scholar
Lazarevic, B. (2011) Examining the role of the introductory video in the development of teaching presence in online instruction (Unpublished doctoral dissertation). University of Nebraska-Lincoln: United States.Google Scholar
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.Google Scholar
Lichtman, M. (2006) Qualitative research in education: A user’s guide. Thousand Oaks, CA: Sage.Google Scholar
Oakey, D. (2011) Using corpus and web language data to create EAP teaching materials. In: Ho, C., Anderson, M. L. K. T. and Leong, A. P. (eds.), Transforming literacies and language. London: Continuum, 167–186.Google Scholar
Noora, A. (2008) Iranian undergraduate non-English majors’ language learning preferences. GEMA Online Journal of Language Studies, 8(2): 33–44.Google Scholar
Peters, M. (2006) Developing computer competencies for pre-service language teachers: Is one course enough? In: Hubbard, P. and Levy, M. (eds.), Teacher education in CALL. Amsterdam: John Benjamins, 153–165.Google Scholar
Oriogun, P. K. and Cave, D. (2008) Using code-recode to detect critical thinking aspects of asynchronous small group CMC collaborative learning. Journal of Interactive Online Learning, 7(3): 208–226.Google Scholar
Rice, R., Hiltz, S. R. and Spencer, D. (2005) Media mixed and learning networks. In: Hiltz, S. R. and Goldman, R. (eds.), Learning together online: Research on asynchronous learning network. Mahwah, NJ: Lawrence Erlbaum Associates, 215–237.Google Scholar
Rogers, E. M. (1995) Diffusion of innovation. New York: Free Press.Google Scholar
Römer, U. (2010) Using general and specialized corpora in English language teaching: Past, present and future. In: Campoy-Cubillo, M. C., Bellés-Fortuño, B. and Gea-Valor, L. (eds.), Corpus-based approaches to English language teaching. London: Continuum, 18–35.Google Scholar
Wu, Y. and Sankar, C. S. (2013) Impact of hands‐on research experience on students’ learning in an introductory management information system course. Decision Sciences Journal of Innovative Education, 11(4): 335–358.Google Scholar