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This paper investigates the use and evaluation of corpus-based English Grammar teaching. The primary focus is on advancing language education methodologies by integrating corpus linguistics into pedagogical practices. Through a nuanced exploration of qualitative and quantitative dimensions, the research aims at enhancing grammar learning outcomes. The qualitative aspect employs purposeful sampling, capturing the perspectives of language learners and instructors immersed in corpus-based teaching. The quantitative phase employs a randomized controlled trial to evaluate the impact of corpus-based teaching on language proficiency. Rigorous pre-and post-assessments, complemented by statistical analysis, illuminate the quantitative gains achieved by learners exposed to this innovative pedagogical approach. A critical component of the study lies in the meticulous selection of the corpus. Criteria such as size, genre diversity, and representativeness guide this process, ensuring a comprehensive examination of linguistic features. The ethical dimensions of the research are upheld through strict adherence to informed consent, participant confidentiality, and privacy standards. The research timeline delineates distinct phases, allowing for systematic progress from corpus selection to data analysis. Theoretical framework underpinning CBLT is a complex and dynamic amalgamation of linguistic theories but in this thesis, we use the communicative language teaching framework (CLT). The research design encompasses a quasi-experimental approach, employing a mixed-methods approach combining qualitative measures of language proficiency assessments with qualitative insights gathered through surveys and interviews. The findings are that the use of CBLT in teaching aspects of English grammar is more result oriented than the use of traditional teaching methods. This study has not only contributed to the theoretical foundations of language education but also provide practical insights for educators and policymakers seeking to optimize language learning strategies.
Jacobs et al. (Thu,) studied this question.