Corpus-Driven Innovation in Saudi Arabian EFL Teaching Practices

Background/purpose. Traditional language instruction in Saudi EFL classrooms often limits learners’ exposure to authentic language, reducing communicative competence. This review article explores how corpus-based approaches, particularly using the Corpus of Contemporary American English (COCA), can bridge this gap and foster pedagogical innovation.

Materials/methods. This study employed a systematic literature review of relevant empirical studies and theoretical works obtained from Google Scholar and academic databases. It focused on identifying the instructional potential of linguistic corpora, with an emphasis on COCA. The review also presents practical lesson scenarios and instructional applications in Saudi educational contexts.

Results. Findings indicate that corpus-based methods enhance learners’ understanding of vocabulary, grammar, and discourse markers, particularly when used to teach linking adverbs like therefore and however. COCA’s concordance lines and frequency tools offer valuable input for contextualized language learning. Saudi EFL students have shown improved lexical awareness and positive attitudes toward such approaches.

Conclusion. Corpus linguistics, particularly through tools like COCA, holds significant promise for transforming EFL instruction in Saudi Arabia. Despite challenges such as limited training and digital access, strategic integration of corpora can promote more authentic, engaging, and data-driven learning environments for both teachers and students.

Keywords: Corpus Linguistics, Corpus-based Instruction, COCA, Saudi EFL, Pedagogical Innovation, Language Teaching.

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