Abstract
This study aimed to investigate the effectiveness of Corpus of Contemporary American English (СOCA) corpus-based activities on the performance of Kazakhstani students in English Language Teaching (ELT) and the learners' attitudes regarding the corpus-based approach. Thirty-three 2nd year students at Al-Fаrabi Kazakh National University participated in the study (proficiency level in English was Intermediate (B1)). The second-year students were randomized into two intact groups, one for experimentation and the other for control. The participants were expected to learn three grammar structures and vocabulary related to technology, podcasts, and art by the end of the study. Participants in the control group learned grammar and vocabulary structures through coursebook materials, whereas those in the experimental group learned these concepts through corpus-based exercises. The data were collected through pre-test, post-test, and an 8- item-questionnaire based on a 5-point Likert scale as quantitative instruments. According to a statistical analysis of the posttest findings, the corpus-based exercises proved more successful than the coursebook contents. Furthermore, the approach questionnaire analysis showed that students' views regarding applying corpus-based learning activities in ELT were neutral.