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Designing ELT Corpus-Based Materials Using Learner Needs.

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Title: Designing ELT Corpus-Based Materials Using Learner Needs.
Authors: Bennett, Cathryn1 (AUTHOR)
Source: Second Language Teacher Education (SLTE). Nov2025, Vol. 4 Issue 2, p169-194. 26p.
Subject Terms: *Language teachers, *Qualitative research, *Action research, *English language education, *Instructional systems design, Corpora
Abstract: Designing English as a foreign language (EFL) materials to meet the specific needs of learners remains a challenge in the English language teaching (ELT) classroom. Although corpora provide authentic language for teachers to meet these unique needs, most corpus websites are not intuitive to teachers without training. Therefore, a need exists for an education program for EFL practitioners to learn to use and design materials with corpora. This article focuses on the findings of four EFL teachers who participated in a 2-year action research project to become corpus literate. Qualitative data from teachers' reflective journals during the education program and post-training interviews were analysed. The findings show how the collection of their students' needs—a critical pillar of the education program—enabled them to learn to use corpora and design corpus activities. Teachers confirmed that collecting learner needs assisted them in designing ELT materials, suggesting that future corpus literacy education programs should include this aspect. This article contributes to corpus literacy education literature by demonstrating that collecting learners' needs helps teachers to focus when performing corpus searches, associate specific corpus tools with activity design, and select sentences for designing corpus activities. [ABSTRACT FROM AUTHOR]
Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Designing ELT Corpus-Based Materials Using Learner Needs.
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  Data: <searchLink fieldCode="JN" term="%22Second+Language+Teacher+Education+%28SLTE%29%22">Second Language Teacher Education (SLTE)</searchLink>. Nov2025, Vol. 4 Issue 2, p169-194. 26p.
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  Data: Designing English as a foreign language (EFL) materials to meet the specific needs of learners remains a challenge in the English language teaching (ELT) classroom. Although corpora provide authentic language for teachers to meet these unique needs, most corpus websites are not intuitive to teachers without training. Therefore, a need exists for an education program for EFL practitioners to learn to use and design materials with corpora. This article focuses on the findings of four EFL teachers who participated in a 2-year action research project to become corpus literate. Qualitative data from teachers' reflective journals during the education program and post-training interviews were analysed. The findings show how the collection of their students' needs—a critical pillar of the education program—enabled them to learn to use corpora and design corpus activities. Teachers confirmed that collecting learner needs assisted them in designing ELT materials, suggesting that future corpus literacy education programs should include this aspect. This article contributes to corpus literacy education literature by demonstrating that collecting learners' needs helps teachers to focus when performing corpus searches, associate specific corpus tools with activity design, and select sentences for designing corpus activities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Second Language Teacher Education (SLTE) is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3138/slte-2024-0003
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              Text: Nov2025
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