Exploring the Integration of Corpus-Based Approach in Vocabulary Instruction in Thai EFL School Context: A Quantitative Report

ABSTRACT

Concordance analysis has highlighted the value of electronic corpora in enhancing vocabulary acquisition in language education. However, the integration of the corpus-based approach into vocabulary instruction remains underexplored, especially for low-level EFL learners. Despite the potential benefits of the approach in vocabulary acquisition, it is unclear to what extent Thai EFL teachers have adopted this approach in their classroom practices. Guided by the TPACK framework, this article presents quantitative results from a survey designed to examine how EFL in-service teachers in Thai secondary schools incorporate corpus-based approach into their instruction. 138 secondary school teachers from Narathiwat province, Thailand, were selected through stratified sampling to participate in the study. Data were collected via questionnaires and analyzed.

The results showed that although Thai EFL teachers were aware of corpus tools for pedagogical use, they lacked comprehensive understanding of these tools and the corpus-based approach. This gap in knowledge hindered their ability to effectively integrate corpus methods into vocabulary instruction. The study highlighted challenges in classroom application and, through the lens of the TPACK framework, underscored the need for targeted professional development to enhance teachers’ corpus literacy and competence in using corpus technology for vocabulary teaching in Thai school contexts.