‘Feedback and Learning English Collocation’ by Fatemeh Alipanahi & Maryam Naghiloo

Abstract

This study investigated the effects of feedbacks on collocation learning by intermediate EFL learners. Fifty five intermediate EFL learners from a language institute constituted the participants of the study. They were females, aging from 17 to23. Oxford Placement Test (OPT) (2004) was administered to the population to have participants of approximately equal level of English language proficiency. 42 homogenous learners were selected and were randomly assigned into three experimental groups. . Then, in order to choose the unfamiliar collocations to be instructed during experiment—the researcher selected 140 collocations and administered them to the selected learners. There were 100 collocations with which learners were unfamiliar. During the instruction, each group received one type of feedback; Group A received direct feedback, Group B received indirect feedback, and Group C received self-correction feedback. There was no control group. At the end, a post-test was administrated to the groups. The results of One-Way ANOVA and Paired-Samples t-test revealed that feedbacks had positive effect on collocation learning of the students; however, students in indirect feedback group outperformed the direct and self-correction feedback groups. The results can lead EFL teachers and practitioners to carefully examine specific educational context and learners’ needs before the application of different feedbacks.

Index Terms: Collocation, Direct feedback, Indirect feedback, Self-correction feedback.

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