Continuing advances in educational technology have fundamentally changed the way teacher training programs are offered. Teacher educators today have unlimited opportunities to more broadly use and apply powerful technological tools, to provide teacher candidates with the skills, knowledge, motivation, and support needed to incorporate the power of technology into their classrooms and instruction . In fact, the influence of technology in teacher education programs is so great that it has, it is said, changed “the way teachers teach and learn to teach” (Elliott, 2009, p. 433). An area of ​​interest for language teachers Education (LTE) programs have trained teachers in the field of computer-assisted language learning (CALL). In recent decades, the so-called “CALL teacher education” (Hubbard & Levy, 2006) has gained much popularity among teacher educators. Indeed, in some parts of the world, teacher educators are required to incorporate CALL into their courses and language teachers, for the same reason, are required to use computer technologies in their classrooms. However, there still remains a long-standing concern for teacher educators: what technical and pedagogical training is needed for language teachers in CALL? Some technologies such as email, wikis, blogs, podcasts, webquests, whiteboards, etc. have been widely used; however, others have not yet been regarded as a positive and welcome addition to educational settings. One such relatively neglected technology in language pedagogy is "corpus technology". Nowadays, with the availability of personal computers and access to the Internet, it becomes increasingly convenient to explore a huge amount of text - both written and spoken - in electronic format...... in the middle of paper. .....cCarthy, 2008) . Another contribution of corpora could be to increase teachers' linguistic awareness; that is, awareness of the use of lexical items, collocation patterns and linguistic structures (Tsui, 2004). Furthermore, corpus analysis can promote teachers' critical awareness by allowing them to examine the content of dictionaries and textbooks against corpus data. Furthermore, teachers can satisfy their professional curiosity by compiling their own corpora (from students, 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 such optimism, the reality is that corpus linguistics “has not been welcomed with open arms, either by the research community or by the language teaching profession”