An Effect of the Collocation Instruction Model (InExILH) to Enhance Thai EFL Learners’ Collocation Knowledge.

Abstract

This research consists purposes to investigate the effect of the collocation instruction model (InExILH) to enhance university students’ collocation knowledge. The model was developed and designed by involving the inductive teaching approach, an explicit explanation, and the Involvement Load Hypothesis. There were 39 English major students at a university in Thailand participating in the collocation learning with the InExILH model. Pretest, posttest, and delayed tests were developed to elicit the effect of the model on receptive and productive collocation knowledge. The collocation tests were provided as pretest, posttest, and delayed test. The result found an effect of the model on the students’ enhancement of affected both receptive and productive collocation knowledge. The result also revealed that the collocation knowledge was retained for a week after learning through this model. Besides, the increase in receptive knowledge was higher than productive knowledge on both posttest and delayed test.