Corpus-based instruction using COCA concordance lines improved EFL students' verb-noun collocation recognition more than traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? EFL preparatory students taught verb-noun collocations through corpus-based concordancing activities scored significantly higher on a collocation recognition post-test than students taught through traditional dictionary-and-coursebook instruction (t(28)=-3.761, p<0.05). → Uçar 2015

Evidence¶

Uçar 2015¶

Uçar, S., & Yükselir, C. (2015). The Effect of Corpus-based Activities on Verb-Noun Collocations in EFL Classes. TOJET: The Turkish Online Journal of Educational Technology – April 2015, volume 14 issue 2. https://eric.ed.gov/?id=EJ1057374

q2 · i? · causal · r1

A quasi-experimental comparison of two intact preparatory classes (15 experimental, 15 control) at a Turkish university School of Foreign Languages. The experimental group taught with COCA concordance lines scored M=65.93 (SD=20.126) versus M=41.20 (SD=15.608) for the control group on the 15-item collocation test, "a stat istically significant difference" (t(28)=-3.761, p<0.05).

"Table 4 indicated that there is a stat istically significant difference between the collocation post test scores of control group (M=41.20, SD=15.608) and experimental group (M=65.93, SD=20.126) with respect to the type of the treatment. ( t (28)=-3.761, p<0.05)."

Discussion¶

Related Claims¶

• The experimental group's collocation scores improved significantly from pretest to posttest after corpus-based instruction — related
• Corpus-based collocation findings align with prior concordancing and data-driven learning studies — related
• The corpus-tool production advantage is bounded: findings are limited to verb-noun collocations in one Turkish ELT setting — related
• Corpus-tool instruction significantly improves EFL student teachers' production of verb-noun collocations in writing, with a medium-to-large effect — related
• Corpus-tool instruction produces no statistically significant advantage over traditional instruction on EFL student teachers' verb-noun collocation knowledge — reports the opposite
• EFL student teachers hold positive views of concordancing for collocation learning and most intend future use — related
• Teaching medical vocabulary through collocations produced higher posttest scores than traditional techniques in Iranian EFL medical students — related