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Sixty homogeneous students participated and were randomly assigned to two experimental groups and one control group, with pretest and posttest measures. Results from data analysis indicate stronger performance for the corpus-based learning group compared with the podcast group. 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To conduct the study, 60 homogenous students were selected as the participants. They were divided randomly into three groups, two experimental groups and one control group, each consisted of 20 students. The participants then took part in the pretest. The first experimental group was treated via teaching vocabulary through podcasts, and the second one was treated via teaching vocabulary through corpus examples. Finally, all the participants took part in the posttest. The results of the data analysis showed that the participants in the corpus-based learning group significantly outperformed the participants in the podcast group. The results of this study could be significant for EFL learners, EFL teachers, material developers, as well as, teacher trainers.  \nKeywords: audio podcast, corpus, corpus-based learning, podcast retelling, vocabulary development, English language learners  \nINTRODUCTION  \nVocabulary learning is a crucial part of learning a second language and learners need a large vocabulary size to become efficient users of the target language (Schmitt, 2008) . Many researchers emphasized the central role of vocabulary instruction in second language education (e.g., Bernhardt, 1991; Nation, 2001; Read, 2000) . Therefore, many studies have been done to find ways to facilitate the process of L2 vocabulary learning (e.g., Boers, Eyckmans, & Stengers, 2004; Goodfellow, 1994; Groot, 2000; Hunt & Beglar, 2005) . Among the studies done in this area, some have been done within the Iranian EFL contexts (e.g., Ahmadi, 2016; Ashraf, Motlagh, & Salami, 2014; Baleghizadeh, Yazdanjoo, & Fallahpour, 2018; Bastanfar & Hashemi, 2010; Davoudi & Yousefi, 2016; Harji, Woods, & Alavi, 2010; Hoa & Trang, 2020; Soleimani & Akbari, 2013) . However, due to the problems students face in learning vocabulary in a new language, there is much room for further studies to be done in this regard. Therefore, finding innovative techniques to aid EFL learners to acquire new vocabularies effectively seems to be essential.  \nCitation: Razaghi, A., Faruji, L. F., & Salehi, M. (2022) . Audio podcast retelling versus corpus-based learning and vocabulary knowledge development of English language learners. Anatolian Journal of Education, 7(1), 181-196.  \n[https://doi.org/10.29333/aje.2022.7114a](https://doi.org/10.29333/aje.2022.7114a)  \nAmong different methods used for vocabulary instruction corpus-based approach has grown prominence over the past four decades. In fact, the influence of corpus has been of three main types (Cobb & Boulton, 2015) . The first lies in improved descriptions of language varieties and features which can inform aspects of the language to be taught; the second makes corpora and tools for analysing them available to the teacher, and the third puts them directly into the learner’s hands. According to Siddiq et al (2021), corpus can be used for lexicon, psychological, historical, lexical, semantic, semiotic, pedagogical, acoustical and phraseologic drifts in language over time and genre. Therefore, it seems that the future of corpus linguistics is open to exploration. However, using corpus for language learning purposes has become a","cbCaikwB1Zqufigo","https://ap.wps.com/l/cbCaikwB1Zqufigo","pdf",470575,16,"English","# Introduction\n## Vocabulary learning and the role of instruction\n## Corpus-based learning approaches and their types\n## Corpus use enabled by computer technology\n## Direct vs indirect corpus applications\n## Digital reading and multimedia advantages\n## Prior empirical studies on corpora in language teaching","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To examine the effects of audio podcast retelling versus corpus-based vocabulary learning on vocabulary knowledge development of Iranian English language learners.\"},{\"question\":\"How were participants organized in the study?\",\"answer\":\"Sixty homogeneous students were randomly divided into three groups: two experimental groups and one control group, with pretest and posttest assessments.\"},{\"question\":\"Which method improved vocabulary knowledge more effectively?\",\"answer\":\"The corpus-based learning group significantly outperformed the podcast group based on posttest results.\"}]","Audio Podcast Retelling versus Corpus-Based Learning and Vocabulary Knowledge Development of English Language Learners | PDF",1792073297]