Corpus-tool instruction significantly improves EFL student teachers' production of verb-noun collocations in writing, with a medium-to-large effect¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Controlling for pre-test production, the corpus group produced significantly more correct verb-noun collocations in post-experiment writing than the control group, with a medium-to-large effect size (r = .418, adjusted r = .397). → Kartal and Yangineksi 2018

Evidence¶

Kartal and Yangineksi 2018¶

Galip Kartal, Gonca Yangin Eksi. (2018). The Effects of Using Corpus Tools on EFL Student Teachers' Learning and Production of Verb-Noun Collocations. PASAA, Vol. 55. https://so04.tci-thaijo.org/index.php/pasaa

q2 · i3 · causal · r1

ANCOVA on collocation production counts from mid-term (pre) and final (post) exam writings of the Writing Skills II course, with pre-test as covariate. The article reports "a medium to large effect size (r=.418, adjusted r= .397)"; Table 3 shows Group F = 40.070, p < .05.

"there was a statistically significant difference between control and experimental groups regarding the post -test adjusted collocation production mean scores."

Discussion¶

Related Claims¶

• The corpus-tool production advantage is bounded: findings are limited to verb-noun collocations in one Turkish ELT setting — related
• Corpus-tool instruction produces no statistically significant advantage over traditional instruction on EFL student teachers' verb-noun collocation knowledge — related
• Corpus-based instruction using COCA concordance lines improved EFL students' verb-noun collocation recognition more than traditional instruction — related
• 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 — a broader claim this one bears on
• Written corrective feedback reduces grammatical errors in EFL post-test writing — related
• EFL student teachers hold positive views of concordancing for collocation learning and most intend future use — related