In light of the impact of professional and personal skills of teachers on their students, the purpose of this paper was to delimit the efficiency of corpus on pre-service teachers' self-directed learning and oral proficiency. It was anticipated that pre-service teachers receiving training on corpus would reveal greater gains in self-directed learning and oral skills. Questions formulated to achieve the purpose of the study focused on: (1) Finding out differences in self-directed learning scale scores regarding experimental and control group. (2) Determining oral skills suitable for the EEL pre-service teachers. (3) Finding out differences in oral skills test regarding experimental and control group. Four instruments -designed by the researcher- that include: (oral skills checklist, self-directed learning scale, oral skills test and scoring rubric for oral skills) were used for collecting data. Findings indicated that the regular procedure used for teaching oral proficiency is not as significant like the corpus approach that developed self-directed learning and oral proficiency. Pre-service teachers of experimental group outclassed their equivalents of the control group in self-directed learning as well as oral proficiency.