Abstract
This study investigates the effectiveness of corpus-driven thematic vocabulary teaching methods for intermediate Chinese reading, focusing on enhancing learning outcomes for international students. Utilizing the BCC corpus and Wordless software, a quasi-experimental design with 60 participants was employed. The study combined qualitative analysis of corpus data with quantitative assessment of learning outcomes. Results indicate significant improvements in vocabulary acquisition (p < .001, d = 1.34) and reading comprehension (p < .001, d = 1.13). Qualitative data revealed enhanced learner autonomy and engagement. This research contributes to the field of e-learning by showcasing how corpus technology can be effectively integrated into language instruction, particularly in cross-cultural contexts.
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