Continuing advances in educational technology have fundamentally changed the way teacher education programs are delivered. Teacher educators today have unlimited opportunities to use and apply powerful technology tools more widely, to equip future teachers with the skills, knowledge, motivation and support needed to integrate the power of technology into their classrooms and their teaching. Indeed, the influence of technology in teacher education programs is so great that it is said to have changed “the way teachers teach and learn to teach” (Elliott, 2009, p. 433). An area of ​​interest among language teachers Education (LTE) programs train teachers in the area of ​​computer-assisted language learning (CALL). In recent decades, “CALL teacher education” (Hubbard & Levy, 2006) has gained popularity among teacher educators. In fact, in some parts of the world, teacher trainers are required to integrate CALL into their courses and language teachers, similarly, are required to use computer technologies in their classes. However, a long-standing concern remains for teacher educators. : what technical and pedagogical training in CALL is necessary for language teachers? Some technologies such as emails, wikis, blogs, podcasts, webquests, whiteboards, etc. have been widely used; nevertheless, others have not yet been seen as a positive and welcome addition to educational contexts. One such relatively neglected technology in language pedagogy is “corpus technology.” Nowadays, with the availability of personal computers and Internet access, it is becoming increasingly convenient to explore a huge amount of text – both written and spoken – in electronic format...... middle of paper ......cCarthy, 2008). Another contribution of corpora could be the linguistic awareness of teachers; that is, awareness of lexical item usage, collocation patterns, and linguistic structures (Tsui, 2004). Additionally, corpus analysis can promote critical awareness among teachers by enabling them to examine the content of dictionaries and textbooks in relation to corpus data. Furthermore, teachers can satisfy their professional curiosity by compiling their own corpora (either from learners, textbooks or the Internet) and improve their “research skills” and reflection (O'Keeffe & Farr, 2003, p.389). Overall, corpus-based research has the potential to serve as a “teacher development tool” (Vaughan, 2010, p. 472). Despite this optimism, the reality is that corpus linguistics “has not been welcomed with open arms, neither by the research community nor by the language teaching profession”