A Systematic Synthesis of Research on Popular Corpus Tools in English Language Learning and Teaching

Technology-Enhanced Language Learning in Multilingual Environments: A Linguistic Review of Socio-Pedagogical and Neurolinguistic Frameworks

This research is a qualitative systematic review examining technology-enhanced Kazakh language teaching in multilingual educational environments through socio-pedagogical and neurolinguistic frameworks. In this context, the Web of Science (WoS) and Scopus databases were searched within the framework of the PRISMA protocol; of the 449 studies identified, 32 studies published from 2015 onward were included in the analysis because they met the inclusion criteria. The findings are presented around four research questions. First, it was determined that social media tools and digital platforms reinforce students' Kazakh language use practices and facilitate identity repositioning. Regarding the second research question, gamification, artificial intelligence-based dialogue systems, and personalized learning models were found to have positive effects on language outcomes, although these effects vary according to the type of tool and pedagogical context. The TPACK framework stands out as a determining variable in teacher-student interaction and the effectiveness of scaffolding strategies. In addition, the number of direct studies using neurolinguistic methods is very limited; indirect findings obtained through cognitive lexicology and personalized learning environments provide a strong basis for future research in this field. Future research is recommended to use neuroimaging methods and longitudinal designs, conduct multilingual systematic reviews that include publications in Kazakh and Russian, integrate TPACK into teacher training, and include user-experience evaluations in technology-based tools.

Constructing the LERWL: A Corpus-Based Approach to Identifying Technical Vocabulary in Language Education Research

Technical vocabulary plays a crucial role in ESP learners’ lexical development once general service and academic vocabulary has been established. The present study constructed the Language Education Research Corpus (LERC), an 8,646,901-word corpus compiled from the top 10 Quartile 1 (Q1) Scopus-indexed journals in Language Education. On the basis of this corpus, the Language Education Research Word List (LERWL) was developed through four systematic procedures. High-frequency items were first identified, after which a range criterion was applied to retain words occurring in at least 50% of the target journals. Lexical profiling was subsequently conducted to isolate discipline-specific vocabulary, excluding items listed in the GSL and the AWL. In addition to these quantitative procedures, expert judgment was employed as a qualitative validation measure to ensure disciplinary relevance. The resulting LERWL was then evaluated against (a) the LERC, achieving 5.28% coverage, and (b) an independent corpus of approximately one million words from the same field, achieving 4.75% coverage. These findings indicate that the LERWL provides a substantial and pedagogically meaningful level of lexical coverage within the discipline.

The role of WeChat in supporting university-level English language learning: a systematic review on reading, translation, and learner motivation

Findings show that platforms like WeChat enhance reading engagement and comprehension through authentic texts, peer interaction, and multimodal input, and that learner motivation emerges as a cross-cutting outcome, driven by autonomy, social presence, and interactive environments.

. (2025). Corpus applications in language teaching and research: The case of data-driven learning of German . Routledge.

Data-driven learning in vocabulary instruction for South Korean learners of English

Corpus-based tools and techniques not only facilitate the description of learners' language but can also be used in educational settings to design targeted classroom activities. This approach is known as data-driven learning (DDL). Access to corpus data enables learners to observe and analyze patterns in real language use, addressing their specific needs and fostering learning autonomy. While several studies have examined the effectiveness of DDL in teaching various language skills, few have investigated its impact highlighting the implications for specific cultural groups. Adopting a cumulative knowledge building perspective, this study systematically synthesizes and builds upon previous empirical research to advance our understanding of the effectiveness of DDL for South Korean learners of English. The purpose is paper to (1) survey different DDL activities piloted in vocabulary instruction across various English language teaching contexts in Korea; (2) determine the effectiveness of DDL for vocabulary instruction for this demographic; and (3) explore Korean learners' attitudes towards DDL. To do so, empirical studies were systematically identified using the Korea Citation Index with the keywords “data-driven learning,” “corpus-based,” “vocabulary,” “lexis,” “Korea,” and “Korean.” The results indicate that DDL is generally welcomed by and effective for students in this demographic. By building on cumulative findings, this study provides empirical foundation for curriculum development, classroom practices, and teacher training. Tailoring DDL activities to the Korean context can maximize their effectiveness addressing learners' unique linguistic challenges.

Improving the Methodology for Developing Linguistic and Communicative Competence of Future English Language Teachers through the CLIL Approach

The present study investigates the effectiveness of the Content and Language Integrated Learning (CLIL) approach in improving the methodology for developing linguistic and communicative competence among future English language teachers. Responding to the growing demand for language educators who possess not only advanced linguistic proficiency but also the ability to communicate effectively across academic and professional contexts, the study explores the pedagogical potential of CLIL in teacher education. A mixed-methods quasi-experimental research design was employed involving 72 undergraduate students enrolled in English language teacher education programmes. Quantitative data were collected through pre- and post-tests and structured questionnaires, while qualitative evidence was obtained from classroom observations, semistructured interviews, and students’ reflective journals. The findings revealed that CLIL-based instruction produced statistically significant improvements in linguistic accuracy, vocabulary development, communicative fluency, interactional confidence, critical thinking, and interdisciplinary communication skills compared with conventional language instruction. The analysis further identified collaborative learning, authentic communicative tasks, reflective practice, project-based activities, and the integration of digital educational technologies as the principal factors facilitating competence development. The study argues that CLIL promotes meaningful language use by integrating subject content with language learning, thereby enhancing both academic achievement and professional readiness. It concludes that the CLIL approach represents an effective pedagogical framework for modern English language teacher education and offers valuable implications for curriculum design, teacher training, and educational innovation in multilingual learning environments.