<![CDATA[Corpus-based methodologies have gained increasing attention in English as a Foreign Language (EFL) education because they provide access to authentic language data and enable learners to examine linguistic patterns in meaningful contexts. This study aims to examine the significance of corpus-based methodologies, identify major types of corpora, and explore their pedagogical applications in English language teaching. A Systematic Literature Review (SLR) approach was employed to identify, examine, and synthesize relevant literature on corpus-based language teaching, learner corpora, and Data-Driven Learning (DDL), with emphasis on recent studies published between 2015 and 2024. The findings indicate that corpus-based approaches can support vocabulary acquisition, grammar instruction, writing development, learner autonomy, and communicative competence. Corpora also provide opportunities for integrating authentic language resources into digital learning environments. However, effective implementation requires adequate corpus literacy, teacher training, appropriate corpus selection, and sufficient learner guidance. Overall, corpus-based methodologies represent a valuable complementary approach to EFL teaching by connecting classroom instruction with authentic language use and promoting more learner-centered and evidence-based learning. ]]>
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