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DOI: https://doi.org/10.46502/issn.1856-7576/2024.18.02.11

Cómo citar:

Barakatova, N., Oharienko, T., Kinashchuk, A., Chekalyuk, V., & Stanko, D. (2024). Corpus Analysis for Developing Language Competencies in Future

Professionals. Revista Eduweb, 18(2), 152-166. https://doi.org/10.46502/issn.1856-7576/2024.18.02.11

Corpus Analysis for Developing Language Competencies

in Future Professionals

Análisis de corpus para el desarrollo de competencias lingüísticas en futuros

profesionales

Neonilla Barakatova

https://orcid.org/0000-0002-7433-288X

Associate Professor, Department of Philology and Language Communication, Dnipro University of

Technology, Dnipro, Ukraine.

Tetiana Oharienko

https://orcid.org/0000-0002-8400-1670

Associate Professor, Department of Social and Humanitarian Disciplines, Donetsk State University of

Internal Affairs, Kropyvnytskyi, Ukraine.

Anastasiia Kinashchuk

https://orcid.org/0000-0002-5675-240X

Ph.D., Senior Lecturer, Department of Foreign Languages of the Institute of Economics and

Management, National University of Water and Environmental Engineering, Rivne, Ukraine.

Veronika Chekalyuk

https://orcid.org/0000-0003-1223-6646

Ph.D., Kyiv National Taras Shevchenko University, Kyiv, Ukraine.

Daryna Stanko

https://orcid.org/0000-0002-7858-8663

Associate Professor, English Philology Department, Uzhhorod National University, Uzhhorod, Ukraine.

Recibido: 20/04/24

Aceptado: 05/06/24

Abstract

Aim. The aim of the study is to demonstrate the effectiveness of using corpus analysis for the development

of language competencies of future specialists using specific examples of the Ukrainian and English

languages. Methods. The research employs the methods of experimental comparison of training results,

questionnaire survey, as well as monitoring and analysis of changes in language skills. Statistical methods

were used to process the obtained data. Results. A significant improvement in language competence was

observed in the group where corpus analysis was used: the percentage of students who achieved positive

results increased from 40% to 70% after the implementation of this method. The difference between pre-

and post-training indicators was 30%, which is statistically significant (χ² = 27.05, p < 0.001). Conclusions.

The study confirmed the effectiveness of using corpus analysis for the development of language

competencies of future specialists. The results indicate a significant improvement in the level of language

comprehension, oral expression skills, and use of specialized vocabulary in the experimental group (EG)

compared to the control group (CG). Prospects. Further research may focus on determining the impact of

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corpus analysis on the language learning process in a variety of contexts.

Keywords: communication, educational corpus, higher education, higher education institution (HEI),

professional competencies.

Resumen

El objetivo del estudio es demostrar la eficacia del uso del análisis de corpus para el desarrollo de

competencias lingüísticas de futuros especialistas utilizando ejemplos específicos de los idiomas ucraniano

e inglés. La investigación utiliza métodos de comparación experimental de los resultados de la formación,

encuestas por cuestionario, así como seguimiento y análisis de los cambios en las habilidades lingüísticas.

Se utilizaron métodos estadísticos para procesar los datos obtenidos. Se observó una mejora significativa

en la competencia lingüística en el grupo donde se utilizó el análisis de corpus: el porcentaje de estudiantes

que lograron resultados positivos aumentó del 40% al 70% después de la implementación de este método.

La diferencia entre los indicadores previos y posteriores al entrenamiento fue del 30%, lo cual es

estadísticamente significativo (χ² = 27,05, p < 0,001). El estudio confirmó la eficacia del uso del análisis

de corpus para el desarrollo de competencias lingüísticas de futuros especialistas. Los resultados indican

una mejora significativa en el nivel de comprensión del lenguaje, habilidades de expresión oral y uso de

vocabulario especializado en el grupo experimental (GE) en comparación con el grupo control (GC).

Palabras clave: competencias profesionales, comunicación, corpus educativo, educación superior,

institución de educación superior (IES).

Introduction

Determined by the key role of language skills in the professional development and social adaptation of

specialists in all areas of activity. They are critical to successful communication and career development in

a world of globalization and growing international cooperation. The ability to learn not only one’s native

language, but also foreign languages, in particular English, which is the language of international, scientific,

and business communication, is especially relevant today (Lefter et al., 2022).

Corpus are an important tool in acquiring communication competence. Along with traditional grammars

and dictionaries, they are mandatory for presenting data as an effective reference system. The traditional

methodological principle of visualization under the influence of corpus grammars was replaced by the

principle of statistical visualization (Praat, n.d).

Linguo-statistic results are widely presented in the form of histograms, graphs, and word clouds not only

in dictionaries, but also in modern textbooks on the English and Ukrainian languages. The technology of

creating linguo-methodical materials has undergone significant changes in connection with the

transformation of the corpus in the practice of compilation of dictionaries in a professional direction. Corpus

analysis tools derived from corpus linguistics can serve as a basis for the creation of linguistic-methodical

educational materials for the formation of language skills of future specialists (Cavasso & Taboada, 2021).

The article is focused on revealing the role of corpus analysis in building professional communication skills.

Corpus analysis plays a special role in building language competencies of future journalists. It provides

students with the opportunity to work with real texts that reflect the variety of speech situations in

professional activities. It is important for journalists to understand the peculiarities of speech genres such

as news, interviews, analytical materials, and corpus analysis helps to study their stylistics and variability.

Moreover, corpus data analysis helps to improve editing and proofreading skills, which is important for

journalists (Bednarek & Carr, 2021).

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Pedagogical conditions aimed at effective development of students’ language competence were created in

the course of the experimental work. This goal was achieved through various methods of corpus analysis,

which complemented traditional approaches to language learning (Matsera et al., 2023).

1. Being part of database-driven learning, corpus analysis tools rely heavily on the linguistic visibility of

correspondence. Traditionally, these tools generate match strings that consist of compilation of corpus

texts with the studied lexical units (LU). This approach has proven to be effective in language learning

and should be considered a valuable tool. Students with A1-A2 proficiency can perform sorting

exercises (Ma et al., 2022).

2. The phenomenon of semantic prosody, which includes subtle features of language use and is confirmed

by numerous corpus examples, is widely used in building professional communication skills. Corpus

statistics is used to confidently assess the authenticity of speech and to pose complex research tasks

to students (Lin & Adolphs, 2023).

3. The corpus tools offer an enhanced context option that provides access to multiple sentences of the

source text. Extended context provides important information about the time and circumstances of the

creation of the text, the author, and the source of the publication. It also ensures inclusiveness of

professional situations considered in the process of training future specialists (Horokhova, 2022).

4. Compilation of a “small” corpus has numerous advantages, in particular, the possibility of independent

compilation of professional dictionaries by a team of teachers who are oriented to the future specialists’

needs. Large, diverse and representative annotated corpora have been successfully created for

languages such as English and Ukrainian. It is, however, important to note that no corpus can

effectively serve all purposes (Oleškevičienė et al., 2021). Therefore, it is extremely important for

universities to create specialized language corpora adapted to the needs of a particular faculty,

department or university. Professionally oriented linguistic databases are created within university

projects, for example, a corpus of teachers’ speech in classes, a corpus of students’ mistakes or a

corpus of the studied subject area (Vosiljonov, 2022).

So, the main problem of experimental work is the study of effective methods of building students’ language

competence. The main focus of the study was the use of corpus analysis as an innovative method to

improve English grammar and vocabulary, as well as to improve the level of communication skills. In

particular, the research was aimed at determining how the use of corpus analysis can contribute to a better

understanding of language structure, differences in the use of words and expressions in context, as well

as the quality of students’ communication in both Ukrainian and English. This approach made it possible

not only to reveal the advantages of corpus analysis in language learning, but also to find out which aspects

of language competence can be improved with the help of this method.

The aim of the study is to demonstrate the effectiveness of corpus analysis in the development of language

competences of future specialists using the example of the Ukrainian and English languages. This will allow

us to show the advantages of corpus analysis in comparison with the traditional method of language

learning.

Objectives/questions

1. Comparison of the results of building students’ language competencies before and after the application

of pedagogical conditions.

2. Conducting a survey among students to assess their receptivity to the use of corpus data in the

language learning process.

3. Analysis of changes in students’ language skills.

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Literature Review

The formation of language competence in pedagogical science is of great importance and continues to

attract the researchers’ interest f. It is the basis of successful communication when achieving a common

goal. The ability to communicate effectively expands opportunities in personal and professional life, opens

new horizons for study, work, and communication.

Caratozzolo and Alvarez-Delgado (2021) propose the concept Education 4.0 Framework, which defines an

approach to the use of virtual and technological tools to enrich active learning. The authors indicate that

the use of such tools helps to increase the efficiency of the educational process and stimulates the active

participation of students in their own learning. Such innovations improve awareness among future

specialists of the need to develop language skills.

In the later study, Caratozzolo, Rodriguez-Ruiz and Alvarez-Delgado (2022) research the use of natural

language processing to assess STEM learning. The authors emphasize the importance of using AI-based

tools for automated analysis and assessment of students’ educational performance in STEM subjects.

The dissertation of Chua (2020) focuses on a corpus analysis of online discussions to explore the dialogic

nature of online communication. The corpus method was used in the work to analyse the structure, means

of communication and interaction of the participants of online discussions in order to reveal the features

of this form of communication. The research can be useful in the process of developing the methodology

of involving corpus methods in the process of language training of future specialists.

The article by Dong and Lu (2020) examine a methodology for developing competence in the use of

subject-specific genres through corpus-based genre analysis. Corpus-oriented genre analysis tasks are

proposed as an effective method of stimulating students’ understanding and use of academic genres within

a specific academic subject.

Ferraresi, Aragrande, Barrón-Cedeño, Bernardini and Petrović (2021) explore the competencies and skills

required of linguists in the labour market based on an analysis of a corpus of job advertisements. The

authors address changes in the demands of linguistics specialists and distinguish the key competencies

that are essential for a successful career in this field.

Khaknazarova (2022) studies the role of corpus analysis in learning, focusing on its importance for

improving the effectiveness of the learning process. The author describes the methods and approaches to

the use of corpora in educational practice and emphasizes the importance of integrating corpus analysis

into educational programmes to achieve a higher level of students’ language competence.

The article by Melnyk, Tkachenko and Kalinichenko (2023) deals with the intercorpus analysis of lexico-

semantic relations in modern languages. Attention is drawn to the importance of using the corpus approach

to study the semantic relations between words in different contexts of communication, which contributes

to a better understanding of the language system and the use of language for practical purposes. The

research aims to help future specialists to improve their own communication skills by means of corpus

linguistics.

The article by Mishchenko (2022) studies the corpus-linguistic approach to the study of English grammar,

focusing on the specifics of using corpus data for the analysis of grammatical structures and linguistic

regularities. The author highlights the importance of such an approach for improving the quality of teaching

and language learning by students.

The work of Romaniuk and Trofimchuk (2021) examines the use of the corpus approach in teaching foreign

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languages in HEIs. The authors identifies the advantages of using corpus data to improve students’

communication skills and ensure their language competence.

Savchuk (2023) examines the importance of terminology in professional speech in the Ukrainian language.

The author emphasizes the importance of corpus analysis for the study and systematization of professional

terminology, which contributes to effective communication in the professional sphere.

The work of Zhen and Han (2024) examines the issue of representation of national self-identity in mass

media. It includes the reflection and expression of identity, values, beliefs and personal characteristics of

different social groups or individuals through mass media. According to the researchers, it should include

representation of different cultures, ethnic groups, gender identities, social classes, etc. Corpus analysis is

an important tool for researching the representation of self-identity in the media, as it allows the analysis

of large volumes of texts to identify patterns and trends in the way represented by different social groups

and identities.

Understudied issues in the field of corpus linguistics and learning methodology cover various aspects that

require more detailed research and attention in the academic community. One such issue is research on

the use of corpora to study speech dynamics in online communication. For this purpose, it is necessary to

study the changes that occur in the speech behaviour of people in the Internet environment, how these

changes affect language structures and ways of expressing thoughts and ideas. Attention should also be

paid to the use of corpora for studying the interaction of linguistic means and cultural aspects in

communication. This process should include research into the linguistic features that are perceived or

detrimental to different cultural groups, and how these features are reflected in the use of linguistic means.

Methodology

Design

The research was conducted in three stages. Figure 1 presents the content of each stage and its duration.

Figure 1.

Research stages.

Source: developed by the authors of the research.

So, all stages of research and experimental work are defined. This study can be classified as a cross-

sectional study: data are collected at the same time and examined at the time they are collected, without

follow-up or further analysis.

The academic literature was

analysed, the aim and objectives of

the research were determined. The

concept for the study of the use of

corpus linguistics in the process of

building professional

communication competencies in

higher education was developed. At

this stage, Cambridge Learner

Corpus (CLC) and Lang-uk Corpus

of Ukrainian texts were chosen as

educational corpora

STAGE 1 (2022)

The results of the analysis of the literature

on the studied problem were summarized,

the technique of developing students'

communication competencies using corpus

linguistics was substantiated. A sample was

formed and a pedagogical experiment was

conducted - the use of corpus methods for

building communication competencies.

STAGE 2 (2023) Summing up and

drawing research

conclusions

STAGE 3 (2024)

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Participants

The lottery method was used to form a sample from the general population, which was carried out in

several stages. At the first stage, all elements of the general population were marked. At the second stage,

the necessary number of cards was randomly drawn from the deck. These cards were put aside and did

not participate in further selection. So, irreversible selection was carried out. The study used a nested

sample, that is, several courses were selected from the general population, within which the survey was

conducted using a continuous method. The study of the effectiveness of corpus linguistics methods in

building the communicative competence in Ukrainian and English languages was conducted at Drahomanov

National Pedagogical University (Kyiv). The study involved 190 second- and third-year students of all

faculties. Such a sample enables covering the required number of respondents to ensure the reliability of

the results. The respondents were divided into two groups — control and experimental. Corpus linguistic

tools were used in the experimental group for teaching English.

Instruments

The participants took part in the study through a remote questionnaire survey, which was carried out using

Google Forms. The corpus manager Wordsmith 5.0 was used to work with the corpus.

Data collection

1. Experimental comparison of learning outcomes of students who use corpus analysis with the CG that

uses traditional learning methods. This method involves dividing students into two groups:

experimental and control. The EG studies using corpus analysis to learn language and develop language

skills, while the CG uses traditional training methods. After completing the training course, both groups

are tested to assess their language knowledge and skills. Test results are compared between groups

to determine the effectiveness of corpus analysis in comparison with traditional learning methods.

2. The questionnaire survey among students to assess their receptivity to the use of corpus data in the

process of language learning and development of language competencies. The method involves the

creation of a questionnaire consisting of questions for students’ assessment of their level of interest,

knowledge, and experience in using corpus data in the educational process. The Cronbach’s alpha

coefficient for this questionnaire is 0.77, which is an indicator of high reliability for pedagogical

research.

3. Monitoring and analysis of changes in students' language skills after the introduction of corpus analysis

into the educational process. This method involves regular monitoring and data collection of students’

language skills before and after implementing corpus analysis. The obtained data are analysed in order

to identify the impact of corpus analysis on the development of language skills.

Analysis of data

1. The chi-squared test was calculated using the formula:

x2 = (f1 – f2)2 /(f1 + f2 ), (1)

where f1 і f2 – frequencies of compared samples.

2. The Cronbach’s alpha reliability coefficient indicates the internal consistency of the test items. The

Cronbach’s alpha is calculated using the formula:



 󰇛









󰇜, (2)

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where 

 – total test score variance;



 – і element variance.

3. The Mann-Whitney U test is calculated by using the formula:

U = (n1×n2) + (nх×(nх+1) /2) – Тх, (3)

where n1 – the number of respondents in the EG; n2 – the number of respondents in the CG; Тх — the

larger of the two rank sums; nх — the number of respondents in the group with a higher rank sum.

Ethical criteria

The research participants were clearly informed about the importance of providing independent and truthful

answers to the research questions. The respondents were informed about pedagogical conditions, in

particular with the use of corpus linguistics methods for the development of their communicative

competence. Ethical requirements regarding integrity, competence, respect for the individual, academic

knowledge, and anonymity were observed when working with respondents and conducting questionnaire

survey. The respondents’ personal data were encrypted to ensure confidentiality. The results of the study

are objective and unbiased.

Results

At the beginning and at the end of the study, the success of language competence building was monitored

(Table 1).

Table 1.

Comparison of the levels of language competencies of the CG and EG students

Method

Group

Before

After

Difference

χ²

p-value

Corpus analysis

Experimental group

(n = 95)

40%

70%

30%

27.05

<0.001

4425

<0.001

Traditional

methods

Control group

(n = 95)

40%

55%

15%

8.10

0.004

2975

0.002

Source: developed by the authors of the research

Table 1 shows a comparison of the results of building language competencies of students in groups that

studied using corpus analysis and traditional methods. The study was conducted for two groups of

students: the EG that used corpus analysis and the CG that studied using traditional methods.

In the experimental group, a significant improvement in language skills was observed: the percentage of

students who achieved positive results increased from 40% to 70% after the introduction of corpus

analysis. The difference between pre- and post-training results was 30%, which is statistically significant

(χ² = 27.05, p < 0.001).

In the CG, there was also an improvement in language skills, but to a lesser extent than in the EG. The

difference between pre- and post-training levels was 15%, which is also statistically significant (χ² = 8.10,

p = 0.004).

The next step was to study the students’ receptivity to the use of corpus data in the language learning

process. The results of the questionnaire survey are presented in Table 2.

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Table 2.

Results of the student questionnaire survey at the end of the study

Question

(n = 95)

χ²

p-value

Conclusion

The importance of

corpus analysis

> 80%

< 50%

25.4

<0.001

4425

<0.001

The EG students value

corpus analysis much

The impact of corpus

analysis on language

skills

> 70%

< 40%

18.5

<0.001

4025

<0.001

The EG students are

more confident in the

benefits of corpus

analysis for language

Desired

implementation of

corpus analysis

> 85%

< 60%

22.1

<0.001

4275

<0.001

The EG students are

much more willing to

use corpus analysis in

learning

Agreeing that corpus

analysis can help

improve the quality of

learning

> 90%

< 70%

31.4

<0.001

4500

<0.001

The EG students believe

significantly more in the

benefits of corpus

analysis for better

learning

Source: developed by the authors of the research

Table 2 provides the results of the student questionnaire, conducted at the end of the study, regarding the

use of corpus analysis methods of acquired communicative competencies in the Ukrainian and English

languages. Significant differences in student responses were found in the comparison between the EG and

the CG. In the group that used corpus analysis, the vast majority of students considered this method

important, compared to less than half of the students in the CG (χ² = 25.4, p < 0.001).

The majority of the EG students believed that corpus analysis had a positive effect on their language skills,

compared to less than 40% in the CG (χ² = 18.5, p < 0.001). This indicates greater confidence of the EG

students in the benefit of corpus analysis for language development. Besides, the vast majority of the EG

students agree that corpus analysis can help to improve the quality of learning, compared to less than

70% in the CG (χ² = 31.4, p < 0.001). This testifies to the greater faith of the EG students in the benefit

of corpus analysis to improve the quality of education. The next step was to compare changes in

communication skills of the EG and CG students (Table 3).

Table 3.

Results of comparison of changes in communication skills of the EG and CG students

Skills

Group

Before

testing

After

testing

Difference

χ²

value

Significance

Language

comprehension

EG (n = 95)

40%

70%

30%

27.05

<0.001

4425

<0.001

High

CG (n = 95)

40%

55%

15%

8.10

0.004

2975

0.002

Medium

Speaking

EG (n = 95)

45%

75%

30%

25.00

<0.001

4300

<0.001

High

CG (n = 95)

45%

60%

15%

7.25

0.007

3125

0.004

Medium

Use of

professional

vocabulary

EG (n = 95)

35%

65%

30%

23.00

<0.001

4225

<0.001

High

CG (n = 95)

35%

50%

15%

6.00

0.014

3000

0.003

Medium

Source: developed by the authors of the research

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Table 3 presents the results of a comparison of the change in communication skills between the EG and

the CG students before and after testing. The changes in the language comprehension are analysed first.

The EG group showed a significant increase in the level of language comprehension after testing, which is

confirmed by high significance (χ² = 27.05, p < 0.001). Compared to the CG, the difference was more

noticeable. Similar trends are observed in speaking. The EG group also showed a high level of improvement

in speaking after the test, which was confirmed by a high level of significance (χ² = 25.00, p < 0.001),

compared to the CG, where the growth was less noticeable. The EG students showed a significant

improvement in the use of professional vocabulary, confirmed by high significance (χ² = 23.00, p < 0.001),

compared to the medium level of growth in the CG.

Compared to the CG, the EG achieved significantly better results through the use of the corpus analysis.

The difference in indicators is statistically confirmed by χ² values and p-values, which indicate a high

statistical significance of the results.

Discussion

According to Drijvers, Grauwin and Trouche (2020), creating a “small” corpus of professional vocabulary

has several advantages. According to researchers, teachers can independently adapt the corpus to the

needs of future specialists. Although there are large, diverse, and representative annotated corpora for

languages such as English and Ukrainian, none of them can effectively meet all needs. Escudero-Mancebo

et al. (2022) state that HEIs should develop specialized language corpora adapted to the needs of specific

faculties, departments or the university as a whole. Professionally oriented linguistic databases are created

under these projects, for example, corpora of classroom discourse, student mistakes, or the language of a

certain major.

As Durna and Güneş (2020) state, the creation of a small corpus today is technically possible and justifiable

for a university team of specialists thanks to the development of linguistic database management software

such as the WordSmith Tools corpus manager. When searching for word combinations or conjugations,

semantic prosody indicates the likely use of a word in certain contexts, both positive and negative.

Pérez-Paredes (2020) found that the verb “couse” often accompanies such negative connotation words as

cancer, crisis, and delay. This regularity was found in more than 90% of the 250 examined occurrences in

the corpus of 1 million word usages and 38 thousand occurrences in the corpus of 120 million word usages.

Furthermore, the Lexical Density Index draws the attention of the future specialist to the essential register

features of written and oral speech. For example, according to the latest corpus grammars of the English

language, news reports are the most lexically rich, and everyday dialogues are the most lexically sparse,

as Zhukovska (2023) and Saddhono et al. (2023) noted. Unlike checked and edited texts of news articles,

everyday dialogues between participants take place “live”, when the lack of time makes it impossible to

edit grammatical means and planning, the correction of what is said takes place in subsequent replicas,

and the expressed statement cannot be deleted.

Koneva (2020) and Odden, Marin and Rudolph (2021) emphasized that it is necessary to know the rules

of querying the corpus and acquire the basic skills of working with such a database in order to use the

possibilities of the corpus for both students and teachers. A consistent consideration of the possibilities of

corpus linguistics in a linguistic didactic context allows one to convincingly demonstrate its potential for the

development of key foreign language competencies. Working on building the capabilities of the corpus

allows both the teacher and the student to effectively use the corpus as a large authentic reference system

and develop the skills of an autonomous researcher.

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Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

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Corpus Analysis for Developing Language Competencies in Future Professionals. - Eduweb, 2024, abril-junio, v.18, n.2. / 152-166

Proposing the idea of developing communicative competence, Newman-Griffis, Sivaraman, Perer,

Fosler-Lussier and Hochheiser (2021) and Messina, Jones and Poe (2023) see the need for its development

in the training of future specialists, as the use of corpora and corpus technologies is a means of supporting

improvement existing methods of communication development. The authors rely on the significant

potential of corpus learning.

The theoretical significance of this study is the expanded understanding of the effectiveness of corpus

analysis as an innovative method in the development of language competencies. The results of the study

reveal important aspects where corpus analysis can have the greatest impact on improving the quality of

language learning. They can also be used to theoretically rethink the role of corpus analysis in modern

education and linguistics.

The practical significance is that the obtained results can be used to develop improved methods of language

learning using corpus analysis. They provide teachers and educational institutions with the grounds for

implementing this method in the educational process in order to increase the effectiveness of education

and improve students’ language skills.

Limitations of this study include several factors that may affect its general adaptability and applicability.

First, it is a sample limitation, as the study was conducted on a particular group of students at a particular

educational institution. The results may be less representative for other contexts and groups of

respondents. The second limitation is related to the duration of the study. The time available for data

collection and analysis may be limited, which may affect the completeness and representativeness of the

results. The time limitation can also make it difficult to assess the duration of the impact of corpus analysis

on the development of students’ language competencies.

Conclusions

The obtained results emphasize the importance of using corpus analysis in the educational process for

building language competencies. The high efficiency of this method confirms its potential in improving

language comprehension, speech development, and the use of professional vocabulary. Such results

stimulate further research and implementation of corpus analysis in the educational process to improve

the quality of education and training of future specialists.

Findings

. The study confirmed the effectiveness

of using corpus analysis in the formation of language competencies of future specialists. The results showed

a significant improvement in the level of language comprehension, speaking skills, and use of professional

vocabulary in the EG compared to the CG. Students who used corpus analysis showed greater interest and

willingness to use this method in education. The active influence of corpus analysis on improving the quality

of education and the development of language skills indicates the need to include this method in

educational practice. The general trend indicates the potential of corpus analysis as an innovative tool in

improving the process of language learning and the development of language competencies.

Applications

This research can be used in the educational field to improve the methods of language learning and build

students’ language competencies. The results may be useful for teachers and educational institutions

seeking to optimize curricula and incorporate innovative teaching methods such as corpus analysis.

Research prospects.

Further research may focus on determining the impact of corpus analysis on language

learning in different contexts, such as teaching English as a second language to speakers of other

languages, or studying specific groups of speakers, such as linguistic minorities.

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