THE EFFECTIVENESS OF USING CORPUS LINGUISTICS TECHNOLOGIES IN TEACHING ENGLISH

Abstract

This article examines the effectiveness of corpus linguistics technologies in teaching English as a foreign language. Structured according to the IMRAD model, the study analyzes contemporary approaches to corpus-based language pedagogy, including Data-Driven Learning (DDL) and concordance-assisted instruction, and synthesizes empirical evidence on their pedagogical outcomes. Drawing on recent international research and meta-analytic data, the paper explores how corpus tools affect learners' vocabulary acquisition, collocational competence, grammatical accuracy, and writing proficiency. The findings indicate that corpus-informed instruction yields measurable, though moderate, positive effects on English language learning, particularly when corpus consultation is systematically embedded in the curriculum and accompanied by adequate teacher and learner training. The article concludes that corpus linguistics technologies constitute a valuable, evidence-based resource for improving the efficiency of English language teaching, provided that appropriate pedagogical mediation is ensured.