الفهرس 
AbstractOnly 14 pages are availabe for public view
 |  | from | 551 |  |  |
| | | from | 551 | | |
Abstract
The present study was conducted to investigate the impact of using a corpus-based collocation program on promoting collocational knowledge and the productive skills (speaking and writing) of third-year college students majoring in English. The study employed the quasi-experimental method (pre-posttests design). The participants of the study that lasted for ten weeks were sixty third-year college students majoring in English in the second semester of 2022-2023. They were assigned to a treatment group of thirty students, who received corpus-based collocation teaching in collocational knowledge, speaking and writing essays for twenty sessions, and a non-treatment group of thirty students who received traditional methods in teaching collocation, speaking, and writing. To achieve the aim of the study, the researcher designed the instruments of a corpus-based collocation program, a pre-post collocational knowledge test, a rubric for scoring the test, a pre-post speaking test, a rubric for scoring the test, a pre-post essay writing test, and a rubric for scoring the test. The results of the study showed that the treatment group students surpassed the non-treatment group students in the post-collocational knowledge, speaking, and essay writing tests. The results of the independent sample t-tests at a significance level (Estimated:0.05) revealed statistically significant differences between the mean scores of the treatment and non-treatment group students in the post-collocational knowledge, speaking, and essay writing tests (favoring the treatment group students). The findings of the study showed the efficacy of the corpus-based collocation program in promoting collocational knowledge and the productive skills of third-year college students majoring in English. Based on the study findings, the researcher provided a number of pedagogical implications, recommendations addressing EFL students, teachers, teacher trainers, curriculum designers, and researchers; in addition to suggestions for further research addressing future researchers.