USING CORPUS-BASED AUTHENTIC MATERIALS TO TEACH ENGLISH FOR ACADEMIC PURPOSES

This study investigated the use of corpus-based materials in teaching English for Academic Purposes among 54 students in hospitality and urban planning courses. A comprehensive qualitative case study approach, supported by a descriptive statistical survey, has been adopted to acquire an in-depth understanding of the teaching methods, student engagement, and learning outcomes that learners themselves perceive. The researcher observed classes and took field notes to document how learners interacted with one another, how the teacher taught, and how learners responded to corpus-based learning activities. To support and contextualize these findings, descriptive survey questionnaires were administered to identify students’ perceptions, levels of confidence, and engagement in academic language learning. The results of the research suggest that authentic materials can promote meaningful exposure to language relevant to a subject, encourage collaborative learning and help learners to participate more actively in class. Studies reveal that students have a positive attitude towards the course, reporting that it had a significant impact on their confidence and ability to understand academic texts. Research highlights the usefulness of a corpus for teaching students the norms of English used in academic contexts at the tertiary level worldwide.