ONCOLL: A quasi-experimental study on the effect of a web-based platform on teaching collocations

Learning collocations poses difficulties for foreign language learners despite their importance fluency in the target language. Collocation learning and teaching should therefore be an integral part of instruction. With a focus on receptive knowledge collocations, this 5-week-long pretest/posttest quasi-experimental study aims to investigate effectiveness use ONline COLLocation platform (ONCOLL) designed specifically explicit English adjective-noun over traditional activities. Sixty-two first-year students from Language Teaching Department at university were participants study. Each week, provided with 10 sample sentences including which followed by two sets exercises. While control group (n=29) completed all procedures paper-and-pen materials under guidance teacher, experimental (n=33) used ONCOLL individual computers without teacher’s involvement. For data collection, achievement test 50 items was as pre- post-test determine whether differences between groups statistically significant. Based results, scored significantly higher than group, indicating This discrepancy could attributed some ONCOLL’s features such 1) providing room individualized learning, 2) requiring analysis example learners, 3) take tests system repeatedly until they get full score any feedback.