Integration of Corpus-Based Language Technology among Pre-Service English Teachers' towards Differentiated Instruction

Abstract

This qualitative study, anchored in constructivism, investigates how corpus-based language technology enhances pre-service BSED English majors' technological competence for differentiated instruction during internships at a state university in the Philippines, addressing gaps in resource-limited contexts. Through purposive sampling, six participants were selected based on their use of corpus tools in English classes; data from validated structured interviews and follow-ups were thematically analyzed using Braun and Clarke's (2006) six-step process, with rigor ensured via member checks, code-recode strategies, thick descriptions, and audit trails. Six key themes emerged: improved understanding of language teaching, enhanced lesson planning and design, increased awareness of student language needs, development of data-driven instruction, challenges in technology integration (e.g., technical issues, time constraints, and training needs), and potential for personalized instruction. Participants reported significant gains in student proficiency, motivation, and targeted support through corpus insights into linguistic patterns, enabling tailored lessons for diverse learners. Findings highlight corpus tools' value in fostering self-reliant educators in developing countries, recommending comprehensive training to overcome barriers and promote equitable implementation in teacher education programs.