CORPUS DRIVEN TEACHING METHODOLOGY FOR UNDERGRADUATE STUDENTS OF LAHORE

Abstract

This qualitative study investigates the implementation of corpus-driven teaching methods (CDTM) in undergraduate English programs across Lahore, Pakistan, examining both its pedagogical potential and adoption challenges. Through thematic analysis of semi-structured interviews with 12 instructors and 15 students, along with 12 classroom observations, the research explores: (1) student perceptions of CDTM compared to traditional methods, (2) implementation barriers faced by educators, and (3) institutional constraints affecting adoption. Findings reveal that while students appreciated CDTM's authentic language exposure and discovery-based approach, many remained dependent on textbook learning due to examination pressures and cultural preferences for teacher-centered instruction. Instructors unanimously reported systemic barriers including inadequate technological infrastructure, unreliable internet access, and lack of training, which classroom observations confirmed often reduced corpus activities to peripheral, non-graded tasks. Notably, successful implementations demonstrated CDTM's effectiveness in improving language accuracy when instructors developed contextual adaptations, such as hybrid models combining corpus exploration with structured guidance. The study highlights the tension between CDTM's transformative potential and Pakistan's educational realities, emphasizing the need for localized solutions including Pakistani English corpora development, comprehensive teacher training, and curricular reforms to align assessments with corpus-based learning. These findings offer valuable insights for implementing technology-enhanced language teaching in resource-constrained environments while respecting local pedagogical traditions.