UTILIZING CORPORA IN TEACHING ENGLISH FOR ACADEMIC PURPOSES (EAP): A POST COVID-19 ANALYSIS

Abstract

This article explores the utilization of corpora in teaching English for Academic Purposes in the post-COVID-19 era. The central argument is that corpora, large collections of written and spoken texts, offer valuable insights into language use patterns, which can inform pedagogical practices and enhance language proficiency. By analysing the integration of corpora into EAP instruction, this article aims to provide strategies to navigate the evolving landscape of language teaching in the aftermath of the COVID-19 pandemic. The review of literature covers corpus approaches in addressing the linguistic needs of EAP learners; the role of corpus-based activities in promoting learner autonomy and critical thinking skills in EAP instruction; and the impact of corpus-based tools on writing skills development among EAP learners. Issues that emerged from the discussion of literature are discussed in conceptual perspective in the discussion section. The study concludes by addressing the implications of using corpora in teaching EAP. Thus, its position is that integrating corpus-based activities and materials into EAP teaching offers numerous benefits for both educators and learners. Therefore, by incorporating authentic language data into instructional materials, educators can provide learners with exposure to real-world language use in academic contexts, thereby enhancing their language proficiency and academic skills.