Integrating Corpus Linguistics in EAP Writing Instruction: A Systematic Review of Pedagogical Applications and Learner Outcomes
Keywords:
Corpus Linguistics, Data-driven Learning, Academic Writing, English for Academic Purposes, Genre Awareness, MetadiscourseAbstract
This systematic review synthesizes empirical evidence on the integration of corpus linguistics in English for Academic Purposes (EAP) writing instruction. Guided by the PRISMA protocol, ten peer-reviewed articles published between 2015 and 2025 were analyzed based on explicit inclusion criteria for relevance, methodological rigor, and pedagogical focus. The review examines how data-driven learning (DDL) and the use of authentic corpora, such as the British Academic Written English (BAWE), Corpus of Contemporary American English (COCA), and Michigan Corpus of Upper-level Student Papers (MICUSP), enhance EFL learners’ lexical range, genre awareness, rhetorical strategies, and metadiscourse use. Findings indicate that corpus integration fosters measurable improvements in reflective writing skills and rhetorical positioning, particularly in stance and engagement markers. However, its effectiveness depends on well-structured pedagogical design, explicit corpus training, and the instructor’s role in scaffolding linguistic data exploration. The study underscores the need for strategically embedding corpus tools into EAP curricula to promote contextualized, self-directed, and evidence-based academic writing development
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