Corpus-based DDL activities outperformed traditional activities for learning verb-adverb collocations in a Macedonian university study¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? First-year students using an online concordancer learned more collocations and scored better on a verb-adverb collocation test than students in traditional activities. → Rasikawati 2019

Evidence¶

Rasikawati 2019¶

Ira Rasikawati (2019). Corpus-Based Data-Driven Learning to Augment L2 Students’ Vocabulary Repertoire. International Dialogues on Education, 6(2), 83-98. https://eric.ed.gov/?id=EJ1245249

q2 · i? · review · r2

The review reports this single comparison study of 46 first-year students in Macedonia, in which the experimental group used an online concordancer. The review attributes the finding that these students "learned more collocations" and scored better on the verb-adverb collocation test; no effect size is printed.

"Daskalovska (2015) compared the effectiveness of corpus -based activities and traditional activities for learning collocations among 46 first -year students in a university in the Republic of Macedonia. The study found that students in the experimental group, who used the online concordancer learned more collocations and showed better results on the test that measured their knowledge of verb-adverb collocations."

Discussion¶

Related Claims¶

• Corpus-based collocation instruction on lexical collocations improved collocational knowledge more than learning individual words — related
• Corpus-based collocation findings align with prior concordancing and data-driven learning studies — a broader claim this one bears on
• The corpus-tool production advantage is bounded: findings are limited to verb-noun collocations in one Turkish ELT setting — related
• Corpus-based instruction using COCA concordance lines improved EFL students' verb-noun collocation recognition more than traditional instruction — related
• Corpus-tool instruction produces no statistically significant advantage over traditional instruction on EFL student teachers' verb-noun collocation knowledge — reports the opposite
• The experimental group's collocation scores improved significantly from pretest to posttest after corpus-based instruction — related
• Corpus-tool instruction significantly improves EFL student teachers' production of verb-noun collocations in writing, with a medium-to-large effect — related
• DDL effects are consistent under specific conditions: limited native-speaker instructors, higher-level learners, both computer- and paper-based concordancing, and vocabulary/lexicogrammar uses — related
• Corpus-based DDL shows large effects on L2 learning outcomes in meta-analytic evidence — related