The English Teacher Corpus is of enormous value not only for its linguistic content but also for the insights it provides into the professional perspectives and experiences of teachers. This dual value makes the ETC an invaluable resource for a range of qualitative research topics, particularly, but not only, for students’ MA theses.
The ETC captures teachers’ reflections on their profession, offering authentic narratives and discussions about the field of ELT. These reflections can shed light on teachers’ beliefs, attitudes, and pedagogical practices, providing a rich data source for research on teacher cognition and professional identity. Through their interactions and spontaneous speech, teachers often comment on the education system and policies affecting their work. These comments can be analysed to understand the challenges and opportunities within different educational contexts, offering a ground-level view of systemic issues in ELT. Teachers frequently discuss their experiences with contemporary students, including their learning behaviours, motivations, and challenges. This aspect of the corpus can be explored to gain insights into current trends in student engagement and the evolving dynamics between teachers and learners. The rich qualitative data within the ETC can serve as a primary source for various research methodologies, including thematic analysis, discourse analysis, and case studies. MA students can use these narratives to explore specific research questions related to teacher language use, educational practices, or broader sociolinguistic phenomena. Analysis of the corpus can also inform professional development programs. By understanding the specific linguistic and professional needs expressed by teachers, training programs can be tailored to address these areas, enhancing teacher efficacy and ultimately improving student outcomes. With its inclusion of both non-native (Czech) and native English teachers, the ETC allows for cross-cultural comparisons. Researchers can examine how cultural and linguistic backgrounds influence teaching practices, language use, and professional perspectives, contributing to the broader field of comparative education.
