Corpus-based Teaching of English Conversation and Potential Integration of Conversation Analysis (CA) for the Benefit of EFL Teachers and Learners

Main Article Content

Patson Jaihow
Kemtong Sinwongsuwat


Even though corpora have transformed language education, the majority of corpus-related research focuses on the teaching of writing. Via a systematic review of previous studies and a survey of language corpora available, this study aims to ascertain whether and to what extent the teaching of speaking, especially of conversation skills, to EFL learners, has been informed by existing language corpora, to identify spoken English corpora available and discover whether they have been informed by insights from such an approach to studying conversation as Conversation Analysis (CA). Finally, the study suggests possibilities for incorporating CA insights such that CA-informed, corpus-driven language pedagogy can be materialized. Previous studies on the use of corpora for teaching speaking were examined and spoken language corpora available were identified along with how they have been recommended and applied to the teaching of speaking, as well as possibilities for developing CA-informed corpora of spoken English for conversation teaching. The study revealed that conversation teaching in the EFL context remains to be informed by corpus linguistics. Accessible spoken English corpora are not yet geared towards language teachers and learners, and there remain issues to be resolved before employing the available corpus data and confirming its efficacy in teaching EFL conversation or speaking in general.

Article Details

How to Cite
Jaihow, P. ., & Sinwongsuwat, K. . (2024). Corpus-based Teaching of English Conversation and Potential Integration of Conversation Analysis (CA) for the Benefit of EFL Teachers and Learners. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 264–285. Retrieved from
Research Articles
Author Biographies

Patson Jaihow, Department of Foreign Languages, Faculty of Liberal Arts, Prince of Songkla University

A lecturer at the Department of Foreign Languages, Faculty of Liberal Arts, Prince of Songkla University, Thailand. He received a doctoral degree in English Language and Applied Linguistics from the University of Birmingham, UK. His research interest lies in applied corpus linguistics, language pedagogy, and teacher education.

Kemtong Sinwongsuwat, Research Center for Language, Culture, and Human Development in Lower ASEAN (RC-LCHD), Faculty of Liberal Arts, Prince of Songkla University

An Associate professor of English linguistics and a board member of the Research Center for Language, Culture, and Human Development in Lower ASEAN at the Faculty of Liberal Arts, Prince of Songkla University, Hat Yai, Songkhla, Thailand. Her research primarily focuses on developing Conversation-Analysis (CA)-informed language pedagogy to support teachers at all levels in helping their Thai EFL learners build oral communication skills.


Akkoyunlu, A. N., & Kilimci, A. (2017). Application of corpus to translation teaching: Practice and perceptions. International Online Journal of

Education and Teaching, 4(4), 369–396.

Ansari, M. S. (2015). Speaking anxiety in ESL/EFL classrooms: A holistic approach and practical study. International Journal of Educational Investigations, 2, 38-46.

Barraja-Rohan, A-M. (2011). Using conversation analysis in the second language classroom to teach interactional competence. Language

Teaching Research, 15(4), 479 - 507.

Boulton, A. (2009). Data-driven learning: Reasonable fears and rational reassurance. Indian Journal of Applied Linguistics, 35(1), 81–106.

Boulton, A. (2017). Data-driven learning and language pedagogy. In S. Thorne & S. May (Eds.), Language, education and technology:

Encyclopedia of language and education. Springer.

Burns, A. (2017). Research and the teaching of speaking in the second language classroom. In E. Hinkel (Ed.), Handbook of research in

second language teaching and learning, (pp. 242-256). Routledge.

Caines, A., McCarthy, M. J., & O’Keeffe, A. (2016). Spoken language corpora and pedagogical applications. In F. Farr & L. Murray (Eds.), Routledge handbook of language and technology (pp. 348-361). Routledge.

Cobb, T., & Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen (Eds.), The Cambridge handbook of English corpus linguistics (pp. 478-497). Cambridge University Press.

De Cock, S. (2010). Spoken learner corpora and EFL teaching. In M. C. Campoy, B. BellésFortuño & M. L. Gea-Valor (Eds.), Corpus-based approaches to English language teaching (pp. 123-137). Continuum.

Flowerdew, L. (2009). Applying corpus linguistics to pedagogy: A critical evaluation. International Journal of Corpus Linguistics, 14(3), 393–417.

Fujii, Y. (2012). Raising awareness of interactional practices in L2 conversations: Insights from conversation analysis. International Journal of Language Studies, 6(3), 99-126.

Gabrielatos, C. (2005). Corpora and language teaching: Just a fling or wedding bells? TESL-EJ, 8(4), 1-37. http://www.tesl-

Granath, S. (2009). Who benefits from learning how to use corpora? In K. Aijmer (Ed.), Corpora and language teaching (pp. 47-65).

John Benjamins.

Handayani, F. (2016). Instagram as a teaching tool? Really? Proceedings of the 4th International Seminar on English Language & Teaching (ISELT), 4(1), 320-327.

Hunston, S. (2002). Corpora in applied linguistics. Cambridge University Press.

Lazaraton, A. (2014). Second language speaking. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second

or foreign language (pp.106-120). National Geographic Learning/Heinle Cengage Learning.

Mansor, N., & Rahim, N. (2017). Instagram in ESL classroom. Man in India, 97, 107-114.

Markee, N. (2005). Conversation analysis for second language acquisition. In E. Hinkel (Ed.) Handbook of research in second language teaching and learning (pp. 355-374). Taylor and Francis.

McCarthy, M. (2004). Touchstone: From corpus to coursebook. Cambridge University Press.

McCarthy, M., & McCarten, J. (2022). Corpora for teaching social conversation. In R. R. Jablonkai, & E. Csomay (Eds.), The Routledge handbook of corpora and English language teaching and learning (1st ed., pp.102-115). Routledge.

McCarthy, M., & O’ Keeffe, A. (2004). Research in the teaching of speaking. Annual Review of Applied Linguistics, 24, 26-43.

Nunan, D., & Richards, J. C. (Eds.). (2015). Language learning beyond the classroom. Routledge.

O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From corpus to classroom: Language use and language teaching. Cambridge University Press.

O’Keeffe, A., & Walsh, S. (2012). Applying corpus linguistics and conversation analysis in the investigation of small group teaching in higher education. Corpus Linguistics and Linguistic Theory, 8(1), 159-181.

Othman, M. (2014). Students’ perception toward using classroom debate to develop critical thinking and oral communication ability. Asian Social Science, 11, 158-170.

Paneerselvam, A., & Mohamad, M. (2019). Learners’ challenges and English educators’ approaches in teaching speaking skills in an ESL classroom: A literature review. Creative Education, 10(13), 3299-3305.

Pitaksuksan, N., & Sinwongsuwat, K. (2020). CA-informed interactional feature analysis of conversations in textbooks used for teaching English speaking in Thai secondary schools. English Language Teaching, 13(7), 140-151.

Page, M.J., McKenzie, J.E., Bossuyt, P.M. et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Review, 10, 89.

Roberts, C., & Cooke, M. (2009). Authenticity in the adult ESOL classroom and beyond. TESOL Quarterly, 43(3), 620-642.

Şahin Kızıl, A., & Savran, Z. (2018). The integration of corpus into EFL speaking instruction: A study of learner perceptions. International

Online Journal of Education and Teaching (IOJET), 5(2), 376-389.

Sataloff, R. T., Bush, M. L., Chandra, R., Chepeha, D., Rotenberg, B., Fisher, E. W., Goldenberg, D., Hanna, E. Y., Kerschner, J. E., Kraus, D. H., Krouse, J. H., Li, D., Link, M., Lustig, L. R., Selesnick, S. H., Sindwani, R., Smith, R. J., Tysome, J., Weber, P. C., & Welling, D. B. (2021). Systematic and other reviews: Criteria and complexities. Annals of Otology, Rhinology and Laryngology, 130(7), 649-652.

Savasci, M. (2013). Why are some students reluctant to use L2 in EFL

speaking classes? An action research in tertiary level. Proceedings of the 5th World Conference on Educational Sciences, 116, 2682–2686.

Seedhouse, P. (2005). Conversation analysis and language learning. Language Teaching, 38(4), 165-187.

Sinwongsuwat, K., & Nicoletti, K. (2020). Implementing CA-T Model lessons in schools: A preliminary study in southern border provinces of Thailand. English Language Teaching, 13(11), 15-29.

Sinwongsuwat, K., Nicoletti, K., & Teng, B. (2018). CA-informed conversation teaching: Helping Thai students unpack English conversation to become conversationally competent. The Journal of Asia TEFL, 15(3), 700-720.

Stauffer, B. (2022, January 10). What are 21st century skills?

Tambunan, V. D., Raja, V. L., & Sari, A. S. P. (2018). Improving students’ speaking skill through story telling technique to the eleventh grade students of SMA Swasta Katolik Budi Murni 2 Medan. Kairos English Language Teaching Journal, 2(1), 28-46.

Wessels, S., Trainin, G., Reeves, J., Catalano, T., & Deng, Q. (2017). Pre-service teachers’ confidence and attitudes toward teaching English learners. Faculty Publications: Department of Teaching, Learning and Teacher Education, 30(3), 443-461.

Wong, J., & Waring, H. Z. (2020). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. Routledge.

Xiao, R. Z. (2008). Well-known and influential corpora. In A. Ludeling, & M. Kyto (Eds.), Corpus linguistics: An international handbook (Vol. 1, pp. 383-457). Walter de Gruyter.