Enhancing Knowledge of Collocation and ESL Students’ Spoken Fluency by applying Web-based Collocation Instruction

The purpose of this research is to discover the effect of web-based collocation instruction on ESL students’ collocational knowledge and their speaking fluency. The design of the survey is pre and post test control and experimental groups. Seventy –five (75) freshmen college students from two classes in a JSS College for Women in Mysore city, India contributed in this study. The experimental group was taught collocations through web-based collocation instruction while the control group was taught traditionally.

Contributors were invited to participate in 2 tests. The first one was a collocational knowledge test and the second one was speaking test. Data analysis of descriptive and independent sample t-test on the results of collocational knowledge and speaking fluency revealed that there was a significant improvement on English learners’ collocational knowledge and speaking fluency. This survey concluded that collocation instruction performs a crucial role in increasing ESL students’ knowledge of collocation and their speaking fluency. In this reason English teachers should pay more attention to the importance of collocation rather than the acquisition of grammar. They ought to attract students in acquiring collocation with the best techniques.