cultivating iranian high school students’ speaking skills through collaborative corpus-based instruction

Though a mass of attention has been paid to collaborative corpus-based instruction over the last decades, its effects on cultivating high school students’ speaking skills have been left disregarded in the efl context of iran. thus, this study set out to examine the effects of collaborative corpus-based instruction cultivating iranian high school students’ speaking skills in the iranian efl context. in doing so, two intact classes including grade 10 female students were chosen at mehr high school in borujerd city and randomly allocated into an experimental group (n = 25) and a control group (n = 25). the groups went through a speaking pre-test, interventions (lasting 18 one-hour sessions held twice a week), a speaking post-test, and a speaking delayed post-test. the experimental group was instructed based on the principles and procedures of the collaborative corpus-based instruction while the control group received instruction through a conventional method. the gathered data were analyzed using a one-way ancova. results indicated that the experimental group outflanked the control group concerning the gains of speaking skills on the post-test. in addition, the findings documented that the experimental group outperformed the control group on the speaking post-test. the study concludes with some implications for pertinent stakeholders.