This thesis examines the pedagogical potential of digital corpora in raising grammar awareness in secondary school EFL (English as a Foreign Language) classrooms. Drawing on established corpus linguistics research and empirical studies in data-driven learning (DDL), the paper synthesizes evidence demonstrating how exposure to authentic language data enhances learners’ noticing of grammatical patterns, frequency distributions, and usage constraints. The study relies exclusively on documented findings from corpus-based language pedagogy and second language acquisition research. The results indicate that corpus-informed instruction promotes metalinguistic awareness, supports inductive grammar learning, and contributes to measurable gains in grammatical accuracy and learner autonomy.