This systematic review presents a comprehensive analysis of the literature on the use of corpora and data-driven learning (DDL) in language education. Corpus linguistics encompasses the use of electronic text collections for linguistic analysis, while DDL entails using corpora for pedagogical purposes in second/foreign language teaching. DDL allows language educators to move beyond traditional methods to enhance teaching practices and learning skills. An extensive database search identified 89 pertinent studies published between 1997 and 2022 that met the inclusion criteria. The selected studies focused on keywords such as "DDL," "corpus linguistics," and related phrases to identify relevant literature discussing DDL interventions in language classrooms. Only English, peer-reviewed texts with accessible PDFs were considered for inclusion. These studies described DDL implementation in classroom settings and the common pedagogical practices, difficulties, and limitations encountered. The findings suggest that DDL has significant potential as a pedagogical tool, but challenges exist that limit its positive impact on language learning. Tailored tasks, auxiliary guidance, supplemental support, and peer/group learning were identified as effective strategies for facilitating meaningful corpus engagement for lower-proficiency students.

This experimental research investigates the impact of teaching metacognitive reading strategies on the reading comprehension of engineering students in the English for Science and Technology(EST) context. This research is the first empirical study of its kind in Libyan English as a Foreign Language (EFL/EST) context. The study utilizes the Survey of Reading Strategies (SORS) and a reading comprehension achievement test extracted from ‘Oxford English for Computing’ by Boechner and Brown (instruction manual). The treatment incorporates the explicit teaching of metacognitive strategies to the participants in the experimental group via the Cognitive Academic Language Learning Approach (CALLA) model. Paired-samples t-test results signify a considerable treatment effect among the experimental group. In conclusion, the findings support previous research indicating that explicit instruction effectively improves Libyan EST students’ metacognitive awareness and produces statistically significant gains in reading comprehension.

This study investigates the three speech act strategies of request, suggestion and apology in Libyan Arab EFL undergraduate students (AREFLUS) and Amazigh EFL undergraduate students (AMEFLUS). It also examines their linguistic and pragmatic competence in these strategies. Two Libyan universities (Sebha and Zwara) are selected for the study, which includes 50 AREFLUS and 37 AMEFLUS participants. To investigate the students’ socio-pragmatic and pragma linguistic competence, two instruments are used: a questionnaire in the form of a Discourse Completion Test (DCT) and a rating scale. The results reveal numerous similarities between the Libyan Arab and Amazigh participants in performing all the speech act strategies of request, suggest and apology. However, some significant differences regarding gender are found among Libyan EFL students. Overall, both groups appear to be more competent in functioning than in structuring the three mentioned speech act strategies.

A review of literature on pragmatic competence reveals that less attention is given to the enrichment of cross-cultural pragmatic awareness in the classroom. The study focuses on the need to survey and discuss communicative dynamics in classroom situations and the importance of enhancing cross-cultural pragmatic competence in the English as a foreign language (EFL) context. We believe that enhancing students’ cross-cultural pragmatic competence will provide students with a sustainable learning environment, which is crucial for the quality of education. The investigation involves a mixed approach of quantitative and qualitative methods by using a questionnaire for EFL students and interview guide questions for both EFL students and teachers. For quantitative analysis, the participants involved in this research include 200 EFL students of different nationalities, and for the qualitative analysis, the participants include 10 teachers and 20 EFL students in a university in North Cyprus. The study’s findings indicate that students lack cross-cultural pragmatic knowledge and must be provided with classroom activities for social interaction and to develop explicit and implicit communicative competencies in EFL as a target language. Findings further reveal that EFL students are not endowed with cross-cultural pragmatic competence by the EFL teachers who provide little attention to pragmatic knowledge and classroom activities in the EFL context.

This study investigates the extent of the gender representation and stereotyping in Sunrise textbook series (1–12) taught in state schools, primary and high school in Northern Iraq and teachers’ perceptions about gender role stereotypes. The research aims to ascertain how gender is represented and what kinds of stereotypes expressions are used in the Sunrise series by focusing on four areas; Adult Social Role Beliefs, Domestic Role Beliefs, Educational Role Beliefs, and Professional Role Beliefs concerning school type variables. To this end, a quantitative content analysis approach was used. Besides, a questionnaire was administered to 390 teachers to find out their perceptions of gender role stereotypes. The results of the textbooks analysis revealed that although some aspects depicted a gender-neutral representation, males were dominantly used in the majority of text examples and illustrations due to cultural issues. Females were portrayed as having passive and domestic roles in line with the fact that traditional gender ideology exists in high schools as there are separate facilities for boys and girls. The findings of the study have pedagogical implications for the development of gender-neutral textbooks and also provide education authorities and language policymakers with recommendations for the establishment of a gender-free society.

Given the high importance of adopting ICT into education for developmental purposes in the recent era, the present study is designed to investigate Libyan EFL teachers’ attitudes toward ICT adoption in the field of English Language Teaching (ELT). This study looked into attributes (proposed by...