Miftahulfadlik Dabamona, Misnariah Idrus, Alif Hasanah

Perspectives of English Education Graduates in Shaping Corpus-Based Research Courses for EFL Teaching: An Exploratory Research

Introduction

Perspectives of english education graduates in shaping corpus-based research courses for efl teaching: an exploratory research. Explore English Education graduates' perspectives on Corpus-Based Research (CBR) for EFL teaching in Papua. Understand integration challenges, benefits, and recommendations for teacher training & support.

Abstract

This study investigates the implementation of Corpus-Based Research (CBR) in English language instruction in Papua, Indonesia. Through interviews with six graduates of an English Education study program who experienced in teaching across primary, secondary, and tertiary education levels in diverse formal and informal settings, the research explores the perceived relevance and importance of CBR. While some participants acknowledged the potential benefits of CBR, others noted limited familiarity and encountered challenges in its integration. However, a subgroup exhibited enthusiasm for CBR, recognizing it as a valuable tool to tailor teaching materials. These findings align with earlier research and highlight the adaptable nature of teachers' attitudes. Additionally, participants emphasized the need for early CBR introduction in teacher training and ongoing professional development. They recommended support systems and access to resources for effective CBR integration. The study informs the development of CBR-integrated courses, addressing Papua's unique educational landscape. It underscores the importance of comprehensive training and support to facilitate CBR incorporation into language teaching  

Review

This exploratory study, titled "Perspectives of English Education Graduates in Shaping Corpus-Based Research Courses for EFL Teaching," provides timely and pertinent insights into the implementation and perceptions of Corpus-Based Research (CBR) within English language instruction in Papua, Indonesia. The research commendably investigates the views of English Education graduates, shedding light on the practical realities and challenges of integrating CBR into diverse educational settings. By focusing on the unique context of Papua and the experiences of teachers across primary, secondary, and tertiary levels, the study offers a valuable contribution to understanding teacher preparedness and curriculum development in the evolving field of corpus linguistics for EFL. The findings reveal a complex picture, indicating varied levels of familiarity with CBR among participants, alongside a mix of perceived benefits and integration challenges. While some graduates expressed limited exposure, a notable subgroup demonstrated significant enthusiasm, recognizing CBR as a powerful tool for customizing teaching materials—a finding that aligns with previous research on teacher adaptability. The use of interviews with six experienced graduates, though a small sample, effectively serves the study's exploratory purpose by capturing nuanced qualitative data on their perceptions of CBR's relevance and importance, providing a foundational understanding of the current landscape. Crucially, the study translates these findings into actionable recommendations, emphasizing the imperative for early CBR introduction in teacher training and continuous professional development initiatives. Participants' calls for robust support systems and enhanced access to resources highlight the practical infrastructure required for effective CBR integration, particularly relevant for shaping future courses tailored to Papua's unique educational landscape. The paper strongly advocates for comprehensive training and sustained support, offering a clear roadmap for curriculum developers and policymakers aiming to successfully embed corpus linguistics into contemporary language teaching practices.

Full Text

Comments

You need to be logged in to post a comment.