The development of corpus-based language pedagogy (CBLP) is a complex and intriguing process that pertains to how corpus technology is directly applied to classroom teaching. Using a case study approach, this study investigated how two experienced university English teachers integrated corpus technology in authentic classroom teaching. Data…

Integrating technology into the foreign language classroom has introduced challenging demands for prospective teachers in designing technology-enhanced lessons. Thus, careful guidance is required to help pre-service teachers identify, integrate, and reflect on appropriate technologies to create more learning opportunities. The present study aims…

Technological pedagogical content knowledge (TPACK) proposed by Mishra and Koehler is a theoretical construct of teacher knowledge that describes how teachers teach subject matter content using certain instructional methods with specific technology in particular contexts. This study aims to explore the interface between TPACK and SLA, intending to…

This exploratory study describes a framework for data-driven learning (DDL), in General (non-major) English university classes, in which learners "construct" linguistic corpora instead of merely "consulting" them. Prior related work has addressed the needs of language specialists, in particular trainee translators who are…

This paper outlines the knowledge and attitudes that 57 language teachers in Japan have regarding copyright laws in relation to using external materials in the classroom. A 13-item online survey was distributed, and semi-structured interviews were conducted, to ascertain what teachers know about Japanese copyright laws, and the teachers' resultant…