Corpus-tool instruction produces no statistically significant advantage over traditional instruction on EFL student teachers' verb-noun collocation knowledge¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Controlling for pre-test scores, experimental (corpus) and control (traditional) groups did not differ significantly on adjusted Collocation Knowledge Test post-test mean scores. → 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 · i? · causal · r2
One-way ANCOVA on CKT post-test scores with pre-test as covariate in a pre/post quasi-experiment with two intact classes of first-year ELT student teachers in Turkey. Table 2 reports Group F = 2.294, Sig. = .135. The null was not an equivalence test.
"controlling for the pre -test mean scores of CKT, there was not a statistically significant difference between control and experimental groups regarding adjusted CKT 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 significantly improves EFL student teachers' production of verb-noun collocations in writing, with a medium-to-large effect — related
- Corpus-based instruction using COCA concordance lines improved EFL students' verb-noun collocation recognition more than traditional instruction — reports the opposite
- 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
- 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
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