Abstract

Written production is a process that involves various factors. Given its complexity, there are numerous studies that aim to improve writing processes. Some of them have focused on the use of corpus, a methodology that has gained more and more strength over the years. The objective of this article is to compare corpus-based didactic research for the teaching-learning of writing. To achieve this, a systematic review of empirical research, published in indexed journals during the last ten years, is carried out. The results show that, according to our inclusion criteria, the studies that report didactic interventions are scarce in the last ten years. Among them there is a predominance of the context of English as L2/LE and at the level of higher education, as well as it is observed that the interventions with positive results in the writings and in the perception of the students have common features such as the genres to be used in the tasks, the corpus query, the self-check, and an explicit instruction regarding the corpus tool to use. This review is expected to provide indications for future interventions designs that can be implemented in various contexts. © 2023 Universidad Catolica Silva Henriquez. All rights reserved.