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The use of corpora for the purposes of language teaching and learning, commonly known as “data-driven learning” (DDL), is gaining popularity across a range of CALL contexts. However, how trainee teachers attempt to develop the technological, pedagogical and content knowledge (TPACK) to integrate corpus tools and DDL pedagogy into classroom practice has received little attention from a language teacher education perspective. This qualitative study focuses on Indonesian pre-service secondary school teachers’ initial attempts to integrate corpus consultation activities into EFL lesson plans following an extensive DDL training regimen, including a short private online DDL training course, live online DDL lesson planning workshops, and a DDL expert’s detailed suggestions on integrating corpora into lesson planning practice. Trainees then produced a sample lesson plan including elements of student-led corpus consultation, which was rated by teacher educators for the level and ‘fit’ of TPACK displayed within the lessons’ objectives, target language focus, and teaching and learning activity instructions. We analyse elements of these lesson plans for the corpus-based activities adopted, while discussing elements of the plans that represent low, medium and high levels of TPACK for DDL. We conclude with the implications facing teacher educators in the Indonesian context and beyond regarding how DDL may successfully be integrated into classroom practice at the lesson planning level.Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1995001 .
Crosthwaite et al. (Sun,) studied this question.