The experimental group's collocation scores improved significantly from pretest to posttest after corpus-based instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A paired-samples t-test found a statistically significant pretest-to-posttest improvement in the experimental group taught with corpus-based concordancing activities (t(14)=-4.481, p<.005), with means rising from 31.87 to 65.93. → 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 · r2

Paired-samples t-test within the 15-student experimental group receiving corpus-based instruction using COCA concordance lines. Scores rose from pretest M=31.87 (SD=13.352) to posttest M=65.93 (SD=20.126), a statistically significant gain (t(14)=-4.481, p<.005).

"the findings ind icated that there is a statistically significant difference between pre-test (M= 31.87, SD= 65.93) and post-test ( M=65.93, SD=20.126) scores of experimental group with regard to collocation test scores. ( t (14)= -4.481, p<.005)"

Discussion¶

Related Claims¶

• Corpus-based instruction using COCA concordance lines improved EFL students' verb-noun collocation recognition more than traditional 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 — related
• EFL student teachers hold positive views of concordancing for collocation learning and most intend future use — related
• The experimental group showed a significant pretest-to-posttest gain in writing scores — related
• The collocation group's mean score rose from 8.2 to 17.7 while the control group's rose from 8.7 to 11.1 — related
• Teaching medical vocabulary through collocations produced higher posttest scores than traditional techniques in Iranian EFL medical students — related