EFL student teachers hold positive views of concordancing for collocation learning and most intend future use¶
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? Of the surveyed student teachers, all but four (twenty-six) reported willingness to use concordancing in the future, and most found corpus tools more practical than dictionaries for seeing words in context. → 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
Content analysis (open, axial and selective coding) of a six-question post-experiment opinion survey. Views sorted into overall learning, collocation learning, comparison to dictionaries, future use and motivation, and drawbacks. No effect size is reported.
"All of the surveyed student teachers used concordancing for the first time in this study, and excluding four, twenty-six of them are willing to use it in the future."
Discussion¶
Related Claims¶
- The corpus-tool production advantage is bounded: findings are limited to verb-noun collocations in one Turkish ELT setting — related
- Corpus-based collocation findings align with prior concordancing and data-driven learning studies — related
- The experimental group's collocation scores improved significantly from pretest to posttest after corpus-based instruction — related
- Corpus-based instruction using COCA concordance lines improved EFL students' verb-noun collocation recognition more than traditional instruction — 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
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