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<p style="text-align:justify;">In light of the&nbsp;impact of professional and personal skills of teachers on their students, the&nbsp;purpose of this paper was to delimit the efficiency of corpus on pre-service&nbsp;teachers' self-directed learning and oral proficiency. It was anticipated that&nbsp;pre-service teachers receiving training on corpus would reveal greater gains in&nbsp;self-directed learning and oral skills. Questions formulated to achieve the&nbsp;purpose of the study focused on: (1) Finding out differences in self-directed&nbsp;learning scale scores regarding experimental and control group. (2) Determining&nbsp;oral skills suitable for the EEL pre-service teachers. (3) Finding out&nbsp;differences in oral skills test regarding experimental and control group. Four&nbsp;instruments -designed by the researcher- that include: (oral skills checklist,&nbsp;self-directed learning scale, oral skills test and scoring rubric for oral skills)&nbsp;were used for collecting data. Findings indicated that the regular procedure&nbsp;used for teaching oral proficiency is not as significant like the corpus&nbsp;approach that developed self-directed learning and oral proficiency. Pre-service&nbsp;teachers of experimental group outclassed their equivalents of the control&nbsp;group in self-directed learning as well as oral proficiency.</p>

The Impact of Corpus on EFL Pre-Service Teachers Self-Directed Learning and Oral Proficiency

Original Research 

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