The Effect of Collocation Instruction via Short Message Service (SMS) on the Acquisition of Collocations by Iranian Intermediate EFL Learners: with a Focus on Gender

Amir Reza Nemat Tabrizi, Fariba Davoodi Moghadam

Abstract


This quasi-experimental study takes the initiative to investigate the effect of collocation instruction via Short Message Service (SMS) on the acquisition of collocations by Iranian intermediate EFL learners with a focus on gender. To this end, by administering a NELSON Homogeneity Test, 75 homogeneous subjects were selected using non-random sampling and based on their scores, one SD above and below the mean, the participants including 25 males and 25 females were assigned to two experimental groups and 25 participants, both males and females in control group. An already piloted pretest which attempted to determine their collocational knowledge was taken. During the instructional treatment, both experimental groups received 90 English collocations as well as definitions and example sentences via SMS in 5 weeks and 5 days a week. The control group received the same collocations on paper inside the classroom. At the end of the period, an already piloted posttest was given to examine the participants' achievement. Consequently, a two –way ANOVA was applied to analyze the collected data. The findings revealed that the experimental group who received collocation instruction via short message service (SMS) significantly outperformed the control group on the posttest of collocations, but, there was not any significant difference between males and females on acquiring collocations. So, it is safe to conclude that collocation instruction via SMS can be an effective approach that can contribute to learning English collocations by Iranian EFL learners. 


Keywords


acquisition of collocation, collocation instruction, Short Message Service, EFL learners.

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