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Abstract

The integration of corpora into language teaching appears to be lacking, raising the question of whether this omission is due to teachers intentionally choosing not to use corpora in their classes or a lack of awareness and knowledge about these tools. This study of teachers in Indonesia aimed to explore two research questions: (a) what are the teachers' initial perceptions regarding corpus linguistics, and (b) do the teachers intend to integrate corpora into classroom instruction? Fifteen secondary and tertiary-level teachers participated in this qualitative study. Researchers gave the teachers a brief presentation on corpora to develop their Corpus Literacy (CL) and understand its relevance to their teaching intentions. The research team then conducted focus groups to collect data from the participants. The study results indicated positive initial perceptions of corpora among the teachers and demonstrated that they could quickly acquire corpus literacy. However, to promote a stronger interest in integrating corpora in teaching, corpus literacy needs to be bolstered by additional resources, including technological capabilities, the skills of both students and teachers, and sufficient time. This study offers several pedagogical insights for corpus linguists, website developers, and teacher educators to enhance the successful integration of corpora in language teaching.

Keywords

teachers’ perception, corpus linguistics, teachers’ intention, classroom teaching, Indonesia

Author Bio(s)

Misnawati Misnawati (Corresponding author) is a Doctor in English Language Education and a lecturer at Universitas Cahaya Prima, Bone Regency, South Sulawesi, Indonesia. Her research interests include English language teaching, English for Specific Purposes, corpus linguistics, and teaching methodology. Please direct correspondence to misnawati_amir@yahoo.com

Yusriadi Yusriadi is a Doctor in Public Administration and a lecturer at Universitas Cahaya Prima, Bone Regency, South Sulawesi, Indonesia. He serves as an editor for various academic journals and has published extensively on reputable international journals.

Zul Astri is a Doctor in English Language Education and a lecturer at Universitas Muslim Maros, South Sulawesi, Indonesia. Her research interests include reading, sociolinguistics, and English language teaching methodology.

Aswin Abbas is a doctoral student in English Language Education at Universitas Negeri Makassar, Indonesia, and a lecturer at the Academy of Computer Science in Ternate. His research interests focus on English language teaching, speaking classes, and applied linguistics.

Asbar Asbar is a doctoral student in English Language Education at Universitas Negeri Makassar, Indonesia, and a lecturer at Universitas Muhammadiyah Enrekang. His research interests include English language teaching, technology-enhanced language learning (TELL), and teaching methodology.

Acknowledgements

The first, third, fourth, and fifth authors wish to extend their sincere appreciation to the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia for their generous support through the 2021 Indonesian Education Scholarship (BPI) program. This program is meticulously managed by the Education Service Center (Puslapdik) and financed by Indonesia Endowment Fund for Education Agency (LPDP). The authors are profoundly grateful for being granted the opportunity to pursue their doctoral studies under this scholarship scheme.

Publication Date

1-26-2025

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2025.6867

ORCID ID

https://orcid.org/0000-0003-3257-7464

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