زهرا بهشتی صفت

A thorough literature review revealed that employing a corpus-based approach in language pedagogy remains largely unknown to most foreign language teachers in the Iranian context. Relying on a sequential exploratory mixed-methods study, the present researchers developed and validated an interview guide and conducted interviews with 20 Teaching English as a Foreign Language (TEFL) experts (i.e., teacher trainers), 20 in-service teachers at high schools, and 20 pre-service teachers to find how they would employ Corpus-Based Language Pedagogy (CBLP) in their work. Then, the researchers employed a researcher-made and validated CBLP scale to elicit the perceptions of 30 teacher educators, 118 pre-service, and 147 in-service EFL teachers about employing CBLP in their work. The interview data were analyzed through content analysis revealing that CBLP could be used in teaching language assessment, learning technological knowledge, and developing teaching materials. Multivariate ANOVA (MANOVA) was used to analyze the quantitative data revealing discrepancies among the perceptions of the three groups of in-service teachers, teacher educators, and pre-service teachers with regard to employ CBLP in their work. The findings can be used to develop a specific course aiming at enriching CBLP for language teachers in the Iranian EFL teacher education programs.