Theoretically, the research will generate a new understanding of TPACK for corpus technology for teaching language subjects, and its relationship between self-efficacies for independent language learning and teaching.

Corpus technology has now become mainstream in language-related research. Empirical corpus-based studies have demonstrated many positive outcomes in learners’ development of various language skills. However, frontline language teachers in primary and secondary schools are unfamiliar with corpus technology, mainly due to the lack of technological, pedagogical and content knowledge (TPACK) training in corpus technology. To address this knowledge gap, we have recently developed a corpus-based language pedagogy (CBLP) that blends language pedagogy with corpus technology; it is a specific form of TPACK for corpus technology. Moreover, a popular claim regarding corpus use is that learners could develop their independent language-learning ability, but there is little empirical evidence to support this claim. With regard to student teachers who are non-native speakers of the language they teach, it is crucial to improve their self-efficacies in the independent learning and teaching of the target language since self-efficacies are key motivational constructs that influence their teaching performances. This proposal aims to frame training in corpus technology for student teachers within the TPACK framework to foster CBLP for effective teaching using corpus technology. This research will also provide a theoretical model by investigating how student teachers in Hong Kong and Mainland China receive TPACK training in corpus technology, and how this can influence their self-efficacies for independent language learning and teaching. A mixed-method approach will be adopted, including an intervention, a survey and a multi-case study. First, a six-week intervention of TPACK training in corpus technology will be conducted with 300 student teachers of English. Their learning outcomes will be measured via the survey data. Structural equation modelling will be conducted twice by employing the partial least squares method (PLS-SEM) at the beginning and at end of the training to test the proposed theoretical model and to measure the training effect on the model. A multi-case study involving selected student teachers will then be conducted to investigate how their self-efficacies for independent language learning and teaching are co-developed with their TPACK for corpus technology. Theoretically, the research will generate a new understanding of TPACK for corpus technology for teaching language subjects, and its relationship between self-efficacies for independent language learning and teaching. Such new knowledge could benefit research areas in corpus linguistics, language education and TPACK. Practically, the findings may generate empirical evidence regarding how to provide effective TPACK training in corpus technology to enable student teachers to improve their independent language learning and teaching self-efficacies.