Statement of the problem and rationale for the study
Writing is often perceived as a challenging task due to the need for various skills, including idea generation, grammatical accuracy, and appropriate language use (Ross, 1968, p 253) While students generally manage to formulate central ideas and apply correct grammar, they struggle with effectively using the target language to convey precise messages and add depth to their expressions This issue is particularly pronounced among low-level students, despite teachers' efforts to find suitable materials, correct written work, and implement diverse vocabulary teaching methods (Hsueh, 1994, p 1) According to experts, utilizing collocations can significantly alleviate these challenges by improving both accuracy and fluency Furthermore, providing students with collocations of familiar or new words enhances their understanding of meanings and contextual usage (Lewis).
2000, pp 13 – 14) The importance of collocation in improving learners‟ writing skills is borne out by Conzett‟s study (2000, quoted in Hsueh, 1994, p
Understanding collocations significantly enhances students' ability to produce accurate language Sonomura (1997, as cited in Hsueh, 1994) emphasizes that writing in English for academic purposes requires a vast knowledge of common collocations, which are essential for creating familiar and recognized expressions in written English This perspective aligns with McCarthy and O'Dell (2005), who assert that the use of collocations can enhance writing style.
However, there is a lack of emphasis on teaching collocations to learners of English as a second language According to Marton (1977) and Briskup
According to Ying and Hendricks (2002), the primary reason collocations often go unnoticed in texts is that they consist of familiar and simple words, making comprehension easier Consequently, language teachers typically overlook the importance of teaching collocations, resulting in students failing to recognize and learn them To address this issue, Lewis (2001) suggests that educators should enhance students' awareness of collocations by encouraging them to focus on word combinations during reading activities.
“This does not mean finding rare words but rather finding relatively common words which intermediate students already know (or half-know) and pointing out the words they occur with.”
Besides, having been a writing teacher of 2 nd -year students for two years,
Many students I have taught over the past two years are often unaware of collocation, struggle to identify them in texts, and show little motivation to learn these important language pairings.
Students in class K45E17 face significant challenges with collocation, as evidenced by their pre-test results Many made numerous errors in collocations, particularly with verb + noun and adjective + noun combinations, which persisted in their second attempts Additionally, their scores on the recognition test were low, with incorrect choices for familiar words, such as selecting "careful" instead of "good" for collocating with "care." Notably, after the test, students perceived it as a vocabulary assessment and failed to recognize its focus on collocation, indicating a lack of prior exposure to this aspect of vocabulary development.
I have chosen to conduct action research aimed at enhancing second-year students' awareness of collocation in English writing This initiative will utilize the Collocation Awareness Raising (CAR) Process, inspired by the original CAR framework developed by Ying and Hendricks in 2002.
Research aims and research questions
The present study aimed to explore how the CAR process enhances learners' awareness of collocation in English writing and to identify the challenges faced by students during this process The research focused on two key questions: the effectiveness of the CAR approach in improving collocation awareness and the difficulties experienced by students throughout their learning journey.
1 To what extent does the CAR Process help to raise the participants‟ awareness of collocation in writing English?
2 What difficulties are perceived by the participants when they went through the CAR Process?
Scope of the study
First, the researcher chose to investigate the effectiveness of one specific process – the CAR process that aims to raise students‟ awareness of collocation in writing English
Second, the participants of this study were twenty 2 nd -year students in class K45E17, which the researcher is teaching writing this semester.
Methods of the study
The current study aimed to enhance participants' awareness of collocation in English writing, prompting the researcher to adopt an action research approach focused on improving this aspect To achieve this objective, various instruments were employed in the research process.
A pre-test and post-test (production test) were targeted at investigating the students‟ use of collocations in their writings before and after the CAR Process
Another pre-test and post-test (recognition test) tried to find out the learners‟ ability to recognize correct collocations before and after the CAR Process
The CAR Process was implemented between the pre-tests and post-tests to evaluate its effectiveness in enhancing participants' awareness of collocation in English writing.
A survey questionnaire was conducted to gather participants' insights on the advantages of the CAR Process and to identify the challenges they encountered during its implementation.
Finally, semi-structured interviews were conducted face-to-face with eight participants to clarify and supplement the data collected from the questionnaire.
Significance of the study
This study aims to benefit students, teachers, and researchers by addressing the limited research on raising students' awareness of collocation in English writing, particularly in Vietnam It seeks to fill a gap in the literature and serve as a valuable reference for those interested in related topics Additionally, the researcher aspires to enhance students' understanding of collocation not only in writing but also across other English skills Furthermore, participants are encouraged to identify their challenges during the Collaborative Action Research (CAR) process and develop effective strategies to overcome these difficulties.
The rest of the paper includes two other parts as follows:
Part B consists of three following chapters:
Chapter 1 – Literature Review – provides the background of the study, including definitions of key concepts (collocation and language awareness) and review of related studies
Chapter 2 – Methodology – describes the participants and instruments of the study, as well as the procedure employed to conduct the research
Chapter 3 – Results and Recommendations – analyzes the findings related to the two research questions and includes participants' suggestions for addressing the challenges they encountered during the CAR Process.
Part C - Conclusion – summarizes the main issues discussed in the paper, the limitations and contributions of the research, as well as some suggestions for further studies
PART B - DEVELOPMENT CHAPTER 1 – LITERATURE REVIEW
The term "collocation," as defined by the Oxford Advanced Learner's Dictionary (7th edition), has two meanings: it can refer to the frequent pairing of words as an uncountable noun, or to specific combinations of words as a countable noun In this chapter, "collocation" will denote the general concept, while "collocations" will refer to particular word combinations commonly used together.
The term "collocation," introduced by Firth in 1957, refers to the combination of words that frequently occur together, such as "make a decision." Originating from the Latin word "collocare," meaning "to set in order," collocation has gained significant attention in second language teaching and learning This increased focus has led to numerous studies by researchers, resulting in various definitions that can be categorized into distinct groups.
Collocation refers to the regular combination of words that commonly occur together, as highlighted in various dictionary definitions The Long Dictionary of Language Teaching and Applied Linguistics (2002) describes it as the way words are used together regularly, while the American Heritage Dictionary (2004) emphasizes the arrangement of words that frequently co-occur, such as "rancid butter" or "bosom buddy." Encarta World English Dictionary (2006) defines it as the association between two words typically used together, and the Longman Dictionary of Contemporary English (1992) refers to it as a habitual combination of words that sounds natural Despite the differing phrasing, these definitions share key elements: the combination of words and their regular usage, which contributes to their natural sound.
Collocation refers to the restrictions on word combinations, such as the pairing of specific prepositions and verbs or the association of certain nouns with particular verbs (Kasuya, 2008) McCarthy and O'Dell (2005) define collocation as a pair or group of words that frequently occur together, highlighting the importance of understanding these word partnerships in language use.
A collocation is defined as a phrase made up of two or more words that form a conventional expression, as noted by Schutze (1999) For example, "broad daylight" is a commonly accepted phrase, while "bright daylight" is seen as unconventional Finegan (2004) emphasizes that collocations highlight the various meaningful ways in which words can be combined.
348) Another noted researcher, Hill (2000, p 51), believes that, “A collocation is a predictable combination of words: get lost, make up for lost time, speak your mind.” Nattinger and DeCarrio (1997, p 36, quoted in Boonyasaquan,
Collocations are defined as specific combinations of words that frequently occur together, exhibiting a mutual expectancy greater than chance, as seen in examples like "rancid butter" and "curry favor" (Boonyasaquan, 2009, p 100) According to James (1998, p 152), collocations refer to the words that typically accompany a particular word Despite varying expressions, these definitions share key concepts: the combination of words, highlighted by phrases like "used together" and "co-occur," and the adherence to conventional patterns, as indicated by terms such as "normally" and "predictable."
Collocation can be understood from various perspectives Mitchell (1971, as cited in Li, 2005) defines collocations as lexico-grammatical units that integrate morphology and syntax into lexical considerations Firth (1975, as cited in Li, 2005) emphasizes that collocations contribute to a word's meaning from a lexical standpoint From a discourse perspective, Halliday and Hasan (1976, as cited in Li, 2005) describe collocation as the co-occurrence of two words, independent of grammatical types and capable of spanning sentence boundaries Additionally, Finegan (2004) notes that collocation reflects the co-occurrence of words, which is not merely a simple reflection of conceptual distinctions Overall, these definitions primarily focus on the grammatical and lexical dimensions of collocation, often overlooking other important aspects.
Collocations are defined in various ways, primarily focusing on the conventional co-occurrence of words While dictionary definitions and academic perspectives highlight aspects like grammar and lexis, they often lack comprehensiveness A more thorough understanding of collocation encompasses its multifaceted nature beyond mere word pairing.
Collocation refers to a conventional combination of two or three words that frequently occur together to create meaningful phrases As noted by Nation (2001, quoted in Li, 2005), collocations can exhibit grammatical or lexical unpredictability, meaning that the words may not always be adjacent, such as in the phrase "I made him some tea." Additionally, not all adjacent words form collocations, as seen in examples like "although he" and "but if." Therefore, it is essential to consider both grammar and meaning when identifying correct collocations This research aims to define collocation comprehensively, emphasizing the importance of conventional word combinations, grammatical accuracy, and semantic relevance.
According to Manning & Schutze (1999), collocations have the following characteristics:
Non-compositionality is a key characteristic of certain phrases, where the overall meaning cannot be easily inferred from the meanings of individual components For instance, while "young mother" is a compositional phrase, the meaning of collocations like "strong tea" is less predictable However, the literal interpretation of "strong" can still provide learners with some insight into its figurative meaning within that specific context.
Collocations are defined by their non-substitutability, meaning that one word in the combination is essential and cannot be replaced While synonyms like "lovely" and "beautiful" can describe "weather," they cannot substitute for words that don't belong to the same collocational group For instance, although "yellow" accurately describes the color of wine, it cannot replace "white" in the term "white wine."
Collocations are typically non-modifiable by additional lexical material or grammatical transformations, exemplified by the phrase "strong tea," which cannot be altered to "stronger tea." This characteristic makes learning and using collocations challenging for learners, as their meanings are not predictable from their individual parts Consequently, students may struggle to translate directly from their first language into the target language Moreover, substituting a collocate with a non-collocate, even if it seems appropriate, can lead to mistakes Therefore, it is crucial for learners to understand the unique characteristics of collocations to use them correctly and effectively.
The concept collocation is defined in a variety of ways by different researchers This in turn makes it hard to provide an accurate categorization of collocations
Collocations are categorized into two main types: lexical collocations and grammatical collocations Lexical collocations, as defined by Le (2010), consist of recurrent combinations of two lexical content words, typically found together These content words, which include nouns, adjectives, verbs, and adverbs, play a crucial role in language usage Examples of lexical collocations illustrate how these open class words frequently pair with one another.
verb-noun combinations (commit a crime)
adjective-noun combinations (an acquired taste)
LITERATURE REVIEW
Collocation(s)
The term "collocation," as defined by the Oxford Advanced Learner's Dictionary (7th edition), has two meanings: it is an uncountable noun referring to the frequent use of two or more words together, and it is a countable noun denoting specific combinations of words that commonly occur together In this chapter, "collocation" will refer to the general concept, while "collocations" will indicate particular word combinations.
The term "collocation," introduced by Firth in 1957, describes word combinations that are commonly associated, such as "make a decision." Originating from the Latin word "collocare," meaning "to set in order," collocation has gained significant attention in second language teaching and learning This focus has led to numerous studies by researchers, resulting in a diverse range of definitions that can be categorized into several groups.
Collocation refers to the regular combination of words that typically co-occur, as defined by various dictionaries The Long Dictionary of Language Teaching and Applied Linguistics (2002) describes it as “the way in which words are used together regularly,” while the American Heritage Dictionary (2004) emphasizes the “arrangement or juxtaposition of words” like “rancid butter” and “dead serious.” Encarta World English Dictionary (2006) highlights the frequent association between words, and the Longman Dictionary of Contemporary English (1992) notes it as a “habitual combination of words that sounds natural.” Despite the variations in wording, these definitions share key elements: the combination of words and their regular usage, which contributes to a natural sound in language.
Collocation is defined by various researchers, highlighting its significance in language use Kasuya (2008) describes collocation as the restrictions on word combinations, such as the pairing of specific prepositions and verbs or the association of particular nouns with certain verbs Similarly, McCarthy and O'Dell (2005) define collocation as a pair or group of words that frequently occur together Understanding these definitions is crucial for grasping how language functions and enhances communication.
A collocation is defined as a phrase made up of two or more words that form a conventional expression, as noted by Schutze (1999) For example, "broad daylight" is a standard phrase, while "bright daylight" is less common Finegan (2004) emphasizes that collocation involves the meaningful assembly of words in various combinations.
348) Another noted researcher, Hill (2000, p 51), believes that, “A collocation is a predictable combination of words: get lost, make up for lost time, speak your mind.” Nattinger and DeCarrio (1997, p 36, quoted in Boonyasaquan,
Collocations are defined as specific combinations of words that frequently occur together, exhibiting a mutual expectancy beyond mere chance, as seen in examples like "rancid butter" and "curry favor" (Boonyasaquan, 2009, p 100) According to James (1998, p 152), collocations refer to the typical words that accompany a particular word Despite variations in wording, these definitions consistently highlight the concepts of word combinations and adherence to linguistic conventions, emphasizing the predictable nature of these pairings.
Collocation can be understood from various perspectives Mitchell (1971, quoted in Li, 2005) views collocations as lexico-grammatical units that integrate morphology and syntax into lexical discussions From a lexical standpoint, Firth (1975, quoted in Li, 2005) considers collocations integral to a word's meaning Halliday and Hasan (1976, quoted in Li, 2005) define collocation from a discourse perspective as the co-occurrence of two words, irrespective of their grammatical types and extending beyond sentence boundaries Finegan (2004) highlights that collocation reflects the ability of words to co-occur, rather than merely representing conceptual distinctions Overall, these definitions primarily focus on the grammatical and lexical dimensions of collocation, often overlooking other important aspects.
Collocations are often defined as the conventional co-occurrence of words, as noted in various dictionaries and research While these definitions address the grammatical and lexical relationships between words, they tend to lack comprehensiveness A more nuanced understanding of collocation encompasses its multifaceted nature beyond mere word pairing.
Collocation, as defined by Nation (2001) and cited in Li (2005), involves combinations of words that frequently co-occur, demonstrating elements of grammatical and lexical unpredictability For instance, the phrase "I made him some tea" illustrates that collocations can be separated by several words, as "make tea" is the key combination It's important to note that adjacent words may not always collocate, such as in phrases like "although he" or "but if." Therefore, understanding collocation requires a consideration of both grammar and meaning This research aims to establish a definition encompassing conventional word combinations, grammatical accuracy, and semantic relevance In this context, collocation will refer to groups of two or three words that commonly appear together to form meaningful expressions.
According to Manning & Schutze (1999), collocations have the following characteristics:
Non-compositionality is a key characteristic of certain phrases, where the meaning cannot be easily predicted from the individual words For instance, while "young mother" is a compositional phrase with an obvious meaning, expressions like "strong tea" defy such predictability Although "strong" has a literal meaning that can provide some insight into the figurative context of "strong tea," it remains largely non-compositional, highlighting the complexity of language and collocations.
Collocations are defined by their non-substitutability, meaning that one word in the combination is irreplaceable While synonyms like "lovely" and "beautiful" can both describe "weather," they cannot replace words that do not belong to the same collocational field For instance, although "yellow" accurately describes the color of wine, it cannot substitute "white" in the term "white wine."
Collocations are typically non-modifiable, meaning that additional lexical material or grammatical transformations cannot alter them; for example, "strong tea" cannot be changed to "stronger tea." This inherent unpredictability in collocation meanings poses challenges for language learners, as direct translation from their first language often leads to errors Additionally, substituting a collocate with a non-collocate, even if it seems appropriate, can result in mistakes Therefore, it is crucial for learners to grasp the characteristics of collocations to effectively learn and use them correctly.
The concept collocation is defined in a variety of ways by different researchers This in turn makes it hard to provide an accurate categorization of collocations
Collocations are categorized into two main types: lexical collocations and grammatical collocations Lexical collocations, as defined by Le (2010), consist of recurrent combinations of two lexical content words, which are typically nouns, adjectives, verbs, and adverbs Examples of lexical collocations illustrate how these open class words commonly pair together in language.
verb-noun combinations (commit a crime)
adjective-noun combinations (an acquired taste)
Noun-verb combinations, such as "disaster strikes," highlight the recurrent pairing of a lexical content word with a grammatical function word According to Le (2010), these combinations often involve closed class words, typically prepositions, resulting in collocations that enhance language fluency and coherence.
The classification of Benson, Benson and Ilson (1997) and Mahmoud
In 2004, the authors present similar concepts to Le's ideas, albeit with different terminology They define grammatical collocation as a phrase that includes a dominant word—such as a noun, adjective, or verb—paired with a preposition or grammatical structure like an infinitive or clause (Parastuti, 2009, p 1) In contrast, lexical collocations consist of word combinations that typically involve two or three different word classes.
Language awareness
According to the Oxford Advanced Learner‟s Dictionary (7 th edition), awareness means “knowing something; knowing that something exists and is important; being interested in something.”
In the opinion of Cardenas (2010), awareness refers to the “ability to perceive, to feel, or to be conscious of events, objects or sensory patterns …”
In biological psychology, awareness is defined as “a human‟s or an animal‟s perception and cognitive reaction to a condition or event.”
Language awareness, as defined by Little (1997), encompasses two key aspects First, it signifies an individual's sensitivity to the nature of language and its significance in human life, which is acquired through formal education (Donmall, 1985) Second, in the realm of psycholinguistics, it refers to the innate understanding of language that learners possess, independent of conscious thought (Nicholas, 1991) While these two forms of language awareness are not easily interchangeable, both play a crucial role in language learning and usage, as they coexist in our cognitive processes (Little, 1997).
According to Cardenas (2010), language awareness is defined as the explicit knowledge of language, coupled with a conscious perception and sensitivity towards language learning, teaching, and usage This concept encompasses a deep understanding of how languages function, as well as insights into how individuals learn and utilize them effectively.
From the viewpoint of Bolitho et al (2003):
Language awareness is a mental attribute which develops through paying motivated attention to language in use, and which enables language learners to gradually gain insights into how languages work
There are three levels of language awareness, according to Cardenas
Language awareness develops through three levels: attention, noticing, and understanding At the attention level, students become curious about specific features of the target language The noticing level involves learners consciously recognizing discrepancies between their language use and accepted norms Finally, the highest level, understanding, is achieved when learners can identify general rules and patterns in the language Without understanding, true awareness of a language phenomenon cannot exist.
1.2.4 The role of language awareness
Language awareness is crucial for enhancing learners' understanding of linguistic concepts, as noted by Cardenas (2010) By fostering conscious awareness, students can improve their comprehension of language phenomena, which allows them to identify and rectify previous mistakes.
Language awareness is essential for effective learning, as it fosters a psychological connection to the content and process of learning (Little, 1997, quoted in Ying and Hendricks, 2002) When learners understand the mechanisms behind their learning, they are more inclined to utilize these processes in the future Consequently, enhancing awareness can lead to greater independence in learning over time.
One crucial level of language awareness is "noticing," which is essential for effective learning Schmidt and Frota (1986, as cited in Ying and Hendricks, 2002) emphasize that "those who notice most learn most." Furthermore, when learners connect their attention during reception to their target production, it serves a "noticing" function By encouraging students to apply their observations, they can identify their own linguistic gaps, such as recognizing differences in language use.
“between what they produce and what is regarded as acceptable in the target language” This in turn may urge students to find solutions to those gaps
Pienemann and Tomlinson (quoted in Bolitho et al., 2003) also have the same opinion when saying that “noticing” may make a feature more important,
“so that it becomes more noticeable in future input, and thereby contributes to the learner‟s psychological readiness to acquire that feature.”
1.2.5 How to increase students’ language awareness in teaching writing
To enhance students' language awareness, teachers should prioritize several key strategies One effective approach is to facilitate the learning of second language concepts by examining the structure and use of students' native language, highlighting similarities and differences that can reveal knowledge gaps For instance, teachers can correct students' mistakes in collocations to improve their writing skills Additionally, fostering a positive attitude towards the target language through awareness of effective learning strategies encourages students to take an active role in their education In writing classes, teachers can introduce practical methods for mastering collocations Finally, integrating learned language concepts across different subjects, such as applying collocations from writing to speaking classes, can further enhance students' overall language awareness.
According to Tomlinson (1994, as cited in Bolitho et al., 2003), teachers play a crucial role in enhancing students' language awareness by encouraging them to recognize how language is typically used This approach helps learners identify gaps in their understanding and prepares them for effective learning This strategy aligns closely with the initial method suggested by Bio.
To enhance students' language awareness in writing, it is essential to encourage extensive reading, as "the person who writes well is usually the one who has read widely" (Ross, 1968, p 253) Reading allows individuals to observe language patterns, which helps them gradually build an understanding of these structures By consciously recognizing and manipulating these patterns in their writing, students can gain greater control over their language use (Ross, 1968, p 253).
In summary, the guidelines provided can help teachers enhance students' language awareness, particularly in writing The effectiveness of these strategies largely hinges on the activities and tasks that educators create Therefore, when aiming to improve learners' understanding of specific language phenomena, it is crucial for teachers to develop suitable learning activities or tasks.
1.3 The CAR Process by Ying and Hendricks (2002)
The CAR Process, developed by Ying and Hendricks in 2002, enhances learners' awareness of collocations in writing classes This method encourages students to actively search for collocations during the writing process and to incorporate these findings into their work Ultimately, the CAR Process aims to help learners notice, note, and effectively use target collocations in their writing.
The CAR Process was initially implemented with a trial group of 46 postgraduate students from China at the National University of Singapore, enrolled in an English writing course These students faced challenges in mastering collocations, as their learning approach primarily concentrated on acquiring new vocabulary and understanding definitions, often overlooking the importance of collocates.
The CAR Process that was used with this group of students involved the following steps, of which the first five steps were done in class by the teacher- researcher:
In the initial phase of the study, learners were familiarized with various collocation resources, including collocation dictionaries, online concordances, and pertinent readings They were specifically introduced to the BBI Combinatory Dictionary of English by Benson, Benson, and Ilson (1986), as well as the online Collins dictionary, to enhance their understanding of word combinations.
Cobuild Concordancer and Collocations Sampler
(http://titania.cobuild.collins.co.uklform.html) and provided with articles relevant to the topic of their writing assignment
In step two of the assignment, students were tasked with writing a critique on the theme "Why Competition?" in response to A Kohn's article published in The Humanist (1980) To facilitate this process, they received a detailed worksheet designed to prompt and guide their writing while encouraging an active search for collocations throughout their work.
Step three: The students generated main ideas being included in their critique
In step four, students learned to identify collocations in articles themed “Why Competition?” by focusing on familiar words and their associated terms They were then guided on how to effectively record these collocations to enhance their writing, ensuring they documented the relevant ones for their upcoming writing assignment on their worksheets.
METHODOLOGY
Rationale for action research design
A lot of definitions of action research have been provided Below are some of them:
Action research in general is defined by McNiff and Whitehead (2006) as
Action research is a method that empowers practitioners to examine and assess their work effectively According to Elliott (1999, as cited in Altrichter et al.), it involves analyzing a social context to enhance the quality of actions taken within that environment.
Action research in education is a systematic process where educators critically examine their own teaching practices to foster improvement, as defined by Ferrance (2000) It involves disciplined inquiry conducted by teachers within their specific environments, focusing on pertinent educational questions The primary goal of action research is to enhance the quality of teaching and learning, as well as to improve the overall learning and working conditions in schools.
According to Altrichter et al., action research in the educational context is characterized by the following features:
First, it is done by the teachers directly concerned with the educational practice that is being researched
It “starts from practical questions arising from everyday educational work” with a view to improving “both the practical situation and the knowledge about the practice of the participants.”
It must be “compatible with the educational values of the school and with the work conditions of teachers.”
Action research is carried out by using suitable methods that do not overly disrupt practice
According to Ferrance (2000), the action research process has six steps as illustrated in Figure 1 below:
Figure 1: Ferrance’s action research process (2000)
Kemmis (1988, as cited in Burns, 2010) outlines a two-cycle action research process consisting of four key steps: plan, act, observe, and reflect In the second cycle, the planning phase is adjusted based on insights gained from reflections during the first cycle.
Figure 2: Kemmis’ action research process (1988)
McNiff and Whitehead (2006) introduce an action-reflection cycle that consists of several key steps: observing the practice, reflecting on its effectiveness, taking action to enhance it, evaluating the outcomes of that action, modifying the approach based on the evaluation, and finally, pursuing new directions informed by the revised action This cycle emphasizes continuous improvement and adaptation in practice.
Figure 3: McNiff and Whitehead’s action research process (2006)
Stringer et al (2010) put forward an action research process in teaching in particular This process has three phases: planning, instruction and evaluation
In each phase, researchers go through three steps: look (gathering information), think (analyzing information) and act This process is shown in the below figure:
Figure 4: Action research in phases of teaching by Stringer et al (2010)
The research process consistently involves several key steps: it starts with the identification of a problem, followed by the development of a strategic plan, implementation of that plan, and concludes with an evaluation of its effectiveness, leading to recommendations for future actions to tackle the issue further.
In this study, the teacher-researcher utilized Ferrance's (2000) model for its practicality and alignment with the research process Recognizing that many second-year students lacked awareness of collocation in their writing, the researcher collected data on this target population to address the issue The study aimed to enhance students' understanding and application of collocation, and the results were subsequently evaluated to suggest potential future actions.
2.1.3 The reasons for choosing Action Research for this study
Action research is essential for addressing specific teaching challenges, as highlighted in sections 2.1.1 and 2.1.2 As the writing instructor for K45E17 students, I observed significant issues with word choice at the semester's start, where students often misused adjectives and verbs due to a lack of understanding of collocation To enhance their writing skills, it became clear that a targeted method needed to be developed to raise their awareness of collocation This drive for improvement is the primary motivation behind my choice to conduct Action Research for my study.
Participants
2.2.1 Background information about the participants
This study focuses on second-year students from the Faculty of English Language Teacher Education at ULIS – VNU Within this faculty, there are seven classes dedicated to English Language Teacher Education, while three classes specialize in Translation and Interpreting The majority of students, however, are enrolled in ten classes that combine English studies with Economics-related majors, such as Business Administration and International Business.
Economics, and Finance and Banking This is the reason why those students are also called double-major students
The participants in this action research are K45E17 students who are majoring in English and Finance and Banking They study Finance and Banking subjects in English, making proficiency in the language crucial for their academic success A strong command of English not only enhances their understanding of Finance and Banking but also facilitates their overall learning experience in both disciplines.
20 students in this class, only one is male, the rest are female Summarized in the below table is some other information about the participants‟ demographic features:
Years of learning English 9 years 15
Self-assessment of mastery of English
Reading-writing total scores in the previous semester
Table 1: A summary of the participants’ demographic features
In the credit learning system implemented at ULIS – VNU, students are categorized based on their scores: a score of 5.5 or below corresponds to level D, scores ranging from 5.5 to 6.9 are classified as level C, scores between 7.0 and 8.4 are designated as level B, and scores of 8.5 or higher are recognized as level A.
2.2.2 Sampling methods 2.2.2.1 Tests and questionnaire
All students in class K45E17 participated in the tests and completed the questionnaire, utilizing convenience sampling for participant selection As the writing teacher for this class, I chose these students to facilitate the research process.
After analyzing the results of tests and questionnaires, semi-structured face-to-face interviews were conducted with eight students from K45E17 As detailed in Table 1, all participants had a total reading-writing score of either B or C in the previous semester The researcher purposively selected four students with a score of B and four with a score of C, aiming for their insights to reflect the views of their peers with similar scores A comprehensive profile of the eight participants is provided in the table below.
English Gender Age Reading-Writing total score last semester
Table 2: A summary of the interviewees’ profile
Research design
This study was conducted over the first seven weeks of the second semester, implementing a modified version of the CAR Process originally developed by Ying and Hendricks (2002) The adjustments made to the original model were tailored to better fit the specific working conditions of the teacher-researcher and the learning environment of the participants A detailed description of the adapted CAR Process utilized in this study, along with a comparison to the original model, is provided.
The CAR Process in this study Differences from Ying and
- At home, students read the three reading texts provided in class by the teacher-researcher
- While reading, they were asked to identify the collocations of two types: adjective + noun and verb + noun and list them in the collocation worksheets
- Students did all of those activities in class according to the researcher‟s instruction
- They identified all collocations in the given articles.
2 - Students made an effort to learn the recorded collocations
- In the next class meeting, students wrote the first draft of the essay having the same topic as the topic of the three reading texts
- At home, students exchanged their writings
- After getting peers‟ feedback, they revised their first draft and wrote the second version, paying attention to correcting the mistakes about collocation, together with other aspects of academic writing.
Participants finished their writing outside of class by themselves
Table 3: The CAR Process in this study and its differences from Ying and Hendricks’ model
The CAR Process in this study differs from that of Ying and Hendricks in the resources provided to participants Specifically, learners in this research were trained to utilize the Oxford Advanced Learner's Dictionary and the Oxford Collocations Dictionary for Students of English, while the participants in the other study were introduced to the BBI Combinatory Dictionary.
English (Benson, Benson, & Ilson, 1986) and the online Collins Cobuild
(http://titania.cobuild.collins.co.uklform.html)
Participants focused on verb-noun and adjective-noun collocations for two main reasons: they had the highest error rates in these areas, and limiting the scope to familiar combinations is beneficial for learners without prior collocation knowledge Woolard (2000) emphasizes that addressing too many collocation types simultaneously can overwhelm students, making it counterproductive to their learning process.
During a seven-week study, students utilized the CAR Process for two writing assignments, with the entire research methodology outlined in the accompanying table.
Week Mode Lesson contents Research procedures Activities
In class Unit 1: Structure of an essay
Do supplementary exercises Complete the practice of Unit 1
In class Unit 2: Classification essay
Pre-test: production test (first version)
- Students wrote the first draft of their classification essay of their chosen topic
Do supplementary exercises Complete the practice of Unit 2
Pre-test: production test (second version)
- Students revised the first draft and wrote the second draft of the classification essay
In class Unit 2: Classification essay
Collection of pre-test (production test)
- Students submitted the first and second drafts of their classification essay
At home Analysis of production test
Teacher analyzed students‟ writings to know whether they used collocations correctly and the most common errors about collocation
In class Collocation and related issues
- introduced the concept of collocation and related issues
- instructed students to identify collocations in the given text and look up collocations in the provided resources
- distributed the first three reading texts (Topic: How to make yourself attractive)
- distributed the collocation worksheets and instructed students how to use them
- Step 1 of the CAR Process cycle 1
- Students read the three reading texts, identified the collocations in those texts and listed them in the worksheets
Process cycle 1 the recorded collocations
In class Unit 3: Process essay
- Step 3 of the CAR Process cycle 1
- Teacher distributed the next three reading texts (Topic: Causes of business bankruptcy)
- Students submitted their collocation worksheets for the 1 st three reading texts
- Students wrote the first draft of the process essay (Topic: How to make yourself attractive )
At home Do supplementary exercises
- Step 4 of the CAR Process cycle 1
- Step 1 of the CAR Process cycle 2
- Step 2 of the CAR Process cycle 2
- Teachers analyzed students‟ worksheets to see whether they identified the collocations correctly
- Students wrote the second draft of the process essay
- Students identified the collocations in the next three reading texts and listed them in the worksheets
- Students tried to learn the recorded collocations
In class Unit 4: Cause – effect essay - Step 3 of the CAR
Process cycle 2 & first version of post-test (production test)
- Students submitted their collocation worksheets, and their process essay
- Students wrote the 1 st draft of the cause-effect essay (Topic: Causes of business bankruptcy)
At home Do supplementary exercises
- Step 4 of the CAR Process cycle 2 & second version of post-test (production test)
- Students wrote the second draft of their cause-effect essay
- Teacher analyzed students‟ worksheets to see whether they identified the collocations correctly and analyzed students‟ writings to check their use of collocations
- Collection of post-test (production test)
- Students submitted their cause and effect essay
- Teacher administered another collocation test
- Teacher carried out the interviews with the chosen participants
At home Do supplementary exercises
- analyzed students‟ writings to check their use of collocations
- analyzed the results of the post-test (recognition test)
- analyzed the questionnaires and interviews
Data collection instruments
To assess participants' understanding of collocations, a recognition test was conducted, featuring both a pre-test and a post-test with identical questions The test comprised 34 multiple-choice questions focused on two types of collocations: adjective + noun and verb + noun These collocations were sourced from reading materials provided to K45E17 students during the CAR Process, enabling a comparison of their performance before and after the intervention.
In order to collect data about the participants‟ use of collocations in their writings before and after the CAR Process, a production test was administered
The study involved a pre-test and post-test, both consisting of writing assignments In the pre-test, participants, who were K45E17 students unfamiliar with collocation, wrote a classification essay without prior guidance In contrast, the post-test required learners to compose a cause-effect essay, where they were encouraged to incorporate collocations learned during the CAR Process in their first draft and to focus on their usage in the second draft.
To efficiently gather data for this study, a survey questionnaire was utilized, as it maximizes researcher time, effort, and financial resources (Nunan, 1992, quoted in Phan, 2012, p 41) This method aligns well with the teacher-researcher’s needs, particularly given time constraints By administering a questionnaire, the researcher can collect a substantial amount of information quickly, reducing the effort required and minimizing personal expenses associated with data collection.
The questionnaire comprised two parts: Part A focused on the benefits of the CAR Process for participants, divided into three sections addressing collocation knowledge, collocation awareness, and the enhancement of collocation-related skills In contrast, Part B examined the challenges faced by K45E17 students during the CAR Process, also structured into three sections that reflected difficulties in collocation knowledge, collocation awareness, and the improvement of collocation-related skills.
In the questionnaire's part A, students rated statements using a five-point Likert scale, while part B required them to identify difficulties encountered during the CAR process This design aimed to reduce students' reluctance in providing their responses.
The construction of the questionnaire significantly enhanced data processing by effectively addressing the research questions Part A explored the benefits of the CAR Process, particularly in increasing participants' awareness of collocation in English writing, while Part B identified the challenges they encountered during the CAR Process Additionally, the implementation of the Likert scale facilitated the synthesis and analysis of information, highlighting key emerging themes.
The contents of the questionnaire were constructed based on the research questions, the Literature Review, especially the part about Collocation , the
CAR Process as used in the study and the findings of the tests so that the it would cover necessary issues related to collocation and the CAR Process
The study involved English majors, and the questionnaire was designed without technical jargon to ensure clarity To prevent any potential misunderstandings, the researcher utilized simple English throughout the questionnaire.
According to Gass and Mackey (2005), interviews are interactive tools that allow researchers to obtain additional data when initial responses are vague or incomplete They are particularly effective in uncovering the narratives behind participants' experiences, enabling interviewers to delve deeper into specific topics Nunan (1992) highlights that interviews can serve as valuable follow-ups to questionnaire responses, facilitating further investigation Consequently, semi-structured interviews were conducted at the conclusion of this study to elaborate on students' questionnaire responses and to gather data pertinent to the second research question.
The interview content was structured into two sections aligned with the research questions, featuring several skeletal questions derived from themes identified in the survey responses Conducted in Vietnamese, the interviews facilitated clearer communication between the researcher and participants, minimizing the risk of misunderstandings Additionally, all interviews were recorded to ensure accurate data retrieval and analysis.
Data collection procedures
Generally speaking, the process of data collection went through the following steps
First, the pre-test (production test) was administered in week 2 of the semester
Second, the participants took the pre-test (recognition test) in week 4
Then, the post-test (production test) was administered in week 6
Next, the questionnaire was designed based on the research questions, the Literature Review about Collocation, the CAR Process used in the study and the findings of the tests
The questionnaire was administered in week seven of the semester In this week, the participants also took the post-test (recognition test)
Afterwards, the researcher designed the interview questions based on the research questions and the emerging themes from the collected questionnaires
Finally, face-to-face interviews were conducted in Vietnamese in the teacher-researcher‟s writing lesson with the chosen participants in week seven.
Data analysis
This study utilized a combination of qualitative and quantitative data, employing various analytical methods For the quantitative data, statistical techniques were applied to present findings clearly through charts and tables In contrast, the qualitative data was primarily described to provide deeper insights.
In the recognition test, quantitative data was collected and analyzed using statistical methods Initially, each student's test paper was scored for both the pre-test and post-test The scores were then classified based on the number of correct answers and the participants with identical scores These results were organized into tables for clarity Finally, a comparison and interpretation of the pre-test and post-test figures were conducted to derive the study's outcomes.
In the production test, quantitative data was analyzed using statistical methods Initially, all collocation errors from participants' writings in both the pre-test and post-test were identified and calculated These errors were then categorized and tabulated by type Finally, a comparison of the error counts between the pre-test and post-test was conducted to interpret the study's results.
The survey questionnaire yielded quantitative data, which was primarily analyzed using statistical methods The collected information was categorized based on the research questions, and participants' responses were quantified and displayed in tables Ultimately, these numerical figures were interpreted to derive the study's results.
The qualitative data collected from interviews was analyzed using a descriptive method Initially, the researcher listened to recorded files and summarized participants' responses based on the interview questions due to the large volume of information Next, this summarized data was categorized in alignment with the research questions Ultimately, the interview responses were utilized to enhance the findings from survey questionnaires, with direct quotations from interviewees included to provide further illustration of the results.
RESULTS AND RECOMMENDATIONS
Results
After the K45E17 students submitted their classification essays and completed a pre-test, the teacher-researcher began reviewing their writings It became evident that the students consistently struggled with collocation errors across both drafts To investigate this issue further, the researcher meticulously recorded all collocation mistakes found in the students' writings, categorizing them by type The collocation errors from the first drafts, written during the second week of the semester, were compiled and summarized in a table for analysis.
Types of collocation The number of errors
Adjective + Noun 22 Significant types, comfortable service, clear emotions, gentle scenes, strong activity Verb + Noun 26 Attract concern, move tears, get profit, own skills, control situations, improve business, keep a belief
Noun + Noun 3 Type of entertainment
Verb + Preposition 3 Be divided in
Noun + Preposition 4 Complaints over, interest of, understanding in Adjective + Preposition 3 Suitable with, accompanied with, satisfied by Verb + Adverb 7 use positively, use suitably, handle positively
Table 5: Results of the pre-test (production test) – first drafts
Table 5 reveals that my students predominantly made collocation errors in their initial drafts, specifically with adjective + noun and verb + noun combinations Notably, these errors often involved common words like "service," "emotion," and "activity."
The second versions of the assignments were finalized at home and submitted to the teacher-researcher one week after the initial drafts The table below illustrates the number of collocation errors found in these second versions, along with several examples.
Types of collocation The number of errors
Adjective + Noun 34 Frequent customers, wide source, extravagant universe, risky scenes, interesting laugh, convenient service
Verb + Noun 25 Own skills, pursue customers, create health, add knowledge, fill a need
Noun + Noun 2 Health spa, segments of emotion
Verb + Preposition 5 Tie up relation, find out emotions
Verb + Adverb 7 Handle positively, inform properly
Table 6: Results of the pre-test (production test) – second versions
Table 6 reveals an increase in collocation errors, specifically in adjective + noun and verb + noun combinations, in the second drafts, while other error types remained stable Familiar words like "source" and "customer" were also misused Notably, some errors present in the first drafts were corrected in the second versions The first drafts were written under time constraints in class, limiting students' ability to focus on grammar and develop their ideas fully In contrast, the second drafts were completed at home, allowing for more thoughtful revisions Additionally, some students did not finish their first drafts, leading to significant changes in the second versions, including elaborated ideas and omitted sections Ultimately, the prevalence of collocation mistakes in both drafts was highlighted by a student's insights during a face-to-face interview.
When I was at high school, I did not know anything about collocation because I just focused on grammar to pass the university entrance exam When I entered university, my teachers often taught me the steps of writing and writing skills They did not tell me to pay attention to collocation Therefore, as a habit, I usually translate directly from Vietnamese into English (S4)
S3, a high school English specialist and participant in the national English contest for gifted students, highlighted an important point: she first learned about the term "collocation" during her high school studies.
After drafting the initial version in class, we exchanged our work with two peers for feedback Unfortunately, since they also lacked knowledge of collocation, they couldn't identify our errors related to this aspect Consequently, we primarily focused on addressing only the mistakes they highlighted.
Among other interviewees, S1 had the same background knowledge of collocation as S3, while S2, S5, S6, S7 and S8 had not known anything about collocation before the study
Before this research, the two participants likely lacked awareness of correct collocation usage in writing, despite possibly knowing the term To explore this issue further, the teacher-researcher conducted a pre-test consisting of 34 multiple-choice questions focused on two types of collocations: verb + noun and adjective + noun The results of this pre-test are summarized in the following table.
The number of correct answers (out of 34 questions)
The number of students getting the same score
The % of students getting the same score
Table 7: Pre-test results: Recognition test
As can be seen from Table 7, the participants‟ scores in the pre-test (recognition test) were quite high, ranging from 19 to 25 correct answers out of
In a recent analysis of a test consisting of 34 questions, it was observed that, apart from questions 2, 4, 6, 7, and 11, students consistently selected incorrect answers Notably, many of these questions focused on familiar words and their appropriate collocates For example, three students incorrectly identified "splendid" as the collocate for "news" instead of the correct choice "good," and similarly, three others chose "attain" for "information" instead of "get." Even high-performing students, who answered 25 out of 34 questions correctly, still made errors with familiar collocations; two participants opted for "great" rather than "efficient" as the collocate for "service." This suggests that the K45E17 students have a limited understanding of collocations, potentially due to a lack of awareness regarding their significance.
During the CAR Process, students engaged with six reading texts provided by the teacher, which featured all the collocations included in the pre-test They were tasked with recording and learning these collocations Following the completion of the CAR Process, a post-test was conducted using the same questions to evaluate any improvements in the participants' scores The results are presented in the table below.
The number of correct answers (out of 34 questions)
The number of students getting the same score
The % of students getting the same score
The results in Table 8 indicate that students in K45E17 demonstrated significant improvement in their post-test scores, with the highest pre-test score being 25 and the highest post-test score reaching 30 Notably, the lowest post-test score was 26, surpassing the highest pre-test score Additionally, more students achieved high scores in the post-test, with four participants correctly answering 30 questions compared to three in the pre-test who scored 25 The incorrect answers primarily involved challenging and less familiar collocations, such as "hard facts" and "massive debt." Interviews revealed insights into the reasons behind the students' improved test scores.
In class, we analyzed assigned texts to identify and list collocations, enhancing our understanding through repeated exposure This process often required additional research to grasp their meanings fully As a result, we became more familiar with certain collocations that resonated with us, which contributed to improved performance in the post-test compared to the pre-test.
However, the participants still had the wrong answer to some questions, which was also explained by S7:
Remembering collocations, particularly the less familiar ones, can be challenging Often, we mistakenly recall incorrect collocations that have been ingrained in our minds for a long time, leading to confusion These incorrect phrases may seem reasonable, which can result in choosing the wrong answers during tests.
All things considered, it may be assumed that the CAR Process, to some extent, increased the participants‟ store of collocations
To assess improvements in the participants' use of collocations in writing, the teacher-researcher conducted a post-test following a pre-test that revealed a significant number of errors The focus was on two types of collocation errors: verb + noun and adjective + noun The results from the first drafts, completed during class, are detailed in the table below.
Adjective + Noun 19 typical kinds, great service, nice actors, paramount function, typical types, big pressure Verb + Noun 23 pay expenses, save property, grab customers, gain profit, gain achievement, have pressure
Table 9: Results of the post-test (production test) – first drafts
Table 9 reveals that the number of collocation errors in the first drafts of the post-test showed minimal reduction compared to the pre-test In contrast, the second versions demonstrated a significant improvement, as summarized in the table below.
Types of collocation The number of errors Examples
Adjective + Noun 9 great development, great jump
Verb + Noun 11 strengthen a company, take attention
Table 10: Results of the post-test (production test) – second versions
Recommendations
While the CAR Process has successfully increased participants' awareness of collocation in English writing, ongoing difficulties indicate a need for further intervention The following recommendations, drawn from the participants themselves, aim to address these challenges effectively.
Teachers should focus on highlighting common and useful collocations during English lessons, as students are more likely to engage with emphasized knowledge This approach aligns with Lewis's (2000) assertion that drawing attention to collocations in texts is essential However, since students may already be familiar with the words, it is recommended that teachers first elicit responses regarding useful word combinations before introducing specific collocations, doing so only when necessary.
In S4's view, students should learn collocations through contextual examples rather than just their meanings, as understanding their usage is crucial This perspective aligns with Finegan (2004) and Lewis (2000), who argue that each context demands a specific collocate, which may differ significantly Therefore, learners are encouraged to retain the context and keep collocations intact Additionally, teachers play a vital role in highlighting the context of collocations, emphasizing their meanings, and guiding students to recognize their appropriate use in various situations, ultimately enhancing their ability to produce suitable collocations.
To effectively remember collocations, students should recycle the phrases they encounter in texts, as emphasized by S2 and supported by S5, who notes their application in both writing and speaking For instance, once students learn collocations related to a specific speaking topic, they should incorporate them into discussions in subsequent lessons Hill, Lewis, and Lewis (2000, pp 90-91) advocate for the recycling of collocations as a vital activity, highlighting the importance of teachers facilitating opportunities for students to practice their newly acquired phrases.
Many students find learning collocations uninteresting, leading to a loss of motivation despite understanding their significance To counter this, writing teachers should implement incentives to encourage collocation learning For instance, rewarding students who use the most accurate collocations in assignments can boost motivation, as suggested by S6 Additionally, S8 recommends offering bonus points to these students, while S1 advocates for the administration of collocation tests as a form of assessment to further engage learners.
Conclusion
A study was conducted to enhance the awareness of collocation in writing English among second-year students using the Collocation Awareness Raising (CAR) Process The research aimed to evaluate how effectively the CAR Process improved participants' understanding of collocation, as well as to identify the challenges they faced during the process and the underlying reasons for these difficulties The major findings revealed significant insights into both the awareness raised and the obstacles encountered by the students.
Prior to the CAR Process, many participants were unfamiliar with the concept of collocation due to a lack of emphasis from their teachers during high school and freshman years While some students specializing in English or participating in national contests for gifted students had some exposure, the majority remained unaware of the significance of collocation in enhancing their writing skills.
The CAR Process significantly enhanced participants' awareness of collocation in English writing, as evidenced by improved post-test scores compared to pre-test results in both recognition and production tests Additionally, feedback from questionnaires and face-to-face interviews further supported these findings.
The study participants primarily demonstrate the first level of awareness, which is attention, as highlighted in the Literature Review They recognize the importance of focusing on collocations in their writing; however, they struggle to identify discrepancies between their usage and correct collocations This was evident in their initial post-test versions, where numerous errors occurred, necessitating the use of dictionaries to help them identify and rectify these mistakes.
The CAR Process significantly raised K45E17 students' awareness of collocation in English writing, while also enhancing their understanding of different types of collocation and improving skills related to identifying and researching collocations However, participants faced notable challenges in all three areas highlighted in the questionnaire The most significant issue was distinguishing between the various types of collocation, which proved complex due to their abundance Additionally, students struggled with collocation awareness, as the sheer number of collocates for each headword diminished their motivation to find the most appropriate options They also encountered difficulties applying recorded collocations in their writing, as this required the integration of additional collocations to support their ideas Furthermore, students found it challenging to identify collocations in reading texts, primarily because they tended to focus solely on new vocabulary rather than on collocational patterns.
In conclusion, the objectives of the study were satisfactorily accomplished The researcher hopes that this study will provide concerned readers with useful information about the research area.
Contributions of the study
This research aims to enhance second-year students' understanding of collocation in English writing through the CAR Process, offering valuable insights for teachers, students, and researchers in related fields By addressing a practical challenge in academic writing instruction, this study contributes to the improvement of teaching and learning strategies in English language education.
The research findings suggest that English writing instructors at the Faculty of English Language Teacher Education at the University of Languages and International Studies should consider implementing the CAR Process in their teaching Additionally, ESL teachers at other higher education institutions can adapt the CAR Process to enhance the learning experience for their students.
Next-generation second-year students can significantly benefit from my enhanced focus on teaching and learning collocations, which I incorporate not only in writing lessons but also in reading courses, allowing for a more integrated approach to language acquisition.
Researchers exploring similar topics can utilize this study as a valuable resource for their future work They may benefit from the comprehensive literature review, which provides a solid theoretical foundation for their own research Additionally, it is possible for them to adapt and model their studies based on this research, making necessary modifications to fit their specific objectives.
Although the researcher devoted herself to conducting this study, difficulties in the process of implementation were unavoidable, which entailed some limitations for the research, as follows:
The study had a limited number of participants, with only one class out of 20 contributing, which is a small fraction of the total second-year student population Increasing the number of participants would have enhanced the data collection process.
Due to time constraints, semi-structured interviews could not be conducted with all students in K45E17, which may have limited the researcher's ability to gain a comprehensive understanding of the issues explored in the study.
Third, the teacher-researcher did not provide any recommendations based on the findings of the study
In conclusion, these above shortcomings should be taken into account when further related studies are conducted in the future
Collocation remains a captivating topic in second language teaching and learning, attracting the attention of numerous scholars and researchers Despite ongoing studies, there are still many intriguing aspects of collocation that warrant further exploration.
To effectively monitor students' recording and learning of collocations at home, researchers should implement various methods to ensure that students are genuinely engaged in the learning process One effective approach is to use collocation worksheets as a form of assessment, allowing educators to evaluate students' understanding and application of collocations.
For research purposes, selecting first-year students as participants is recommended, as a larger sample from this group can effectively tackle the issue of students' lack of awareness regarding collocations at an earlier stage.
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Raising awareness of collocation in the writing process of a group of 2 nd -year students through the CAR Process (Collocation Awareness Raising) Process - An Action Research
Hello, I’m Dung, and I am conducting research on this topic I would greatly appreciate your assistance with this questionnaire, as it is a key source of data for my study Rest assured, your personal information will remain confidential Thank you for your support!
Part A: Benefits of the CAR Process Please circle the number that best describes your choice for each statement
1 strongly disagree 2 disagree 3 undecided 4 agree 5 strongly agree
Benefits of the CAR Process
1 helping students know what a collocation is 1 2 3 4 5
2 helping students know about different types of collocation 1 2 3 4 5
3 helping students know the resources for learning collocations 1 2 3 4 5
4 helping students know about the importance of learning collocations 1 2 3 4 5
5 helping students be aware of the importance of noticing collocations in a text 1 2 3 4 5
6 helping students be aware of the importance of recording collocations in a text 1 2 3 4 5
7 helping students be aware of the importance of looking up collocations 1 2 3 4 5
8 helping students be aware of the importance of learning collocations 1 2 3 4 5
9 helping students be aware of using correct collocations in writing 1 2 3 4 5
Improvement of collocation-related skills
10 improving students‟ skill of noticing collocations in a text 1 2 3 4 5
11 improving students‟ skill of recording collocations 1 2 3 4 5
12 improving students‟ skill of looking up collocations 1 2 3 4 5
13 improving students‟ skill of applying collocations in their writings 1 2 3 4 5
14 improving students‟ skill of noticing mistakes about collocation 1 2 3 4 5
15 improving students‟ skill of correcting mistakes about collocation 1 2 3 4 5
Part B: Difficulties while going through the CAR Process Please tick beside the answers that are true for you You can choose more than one
Difficulties while going through the CAR Process
2 distinguishing different types of collocation
3 understanding how to use the introduced resources for learning collocations
4 understanding the importance of learning collocations
5 paying attention to noticing collocations in the given reading texts
6 paying attention to recording collocations in the given reading texts
7 making a serious effort to look up collocations
8 bearing in mind the importance of learning collocations
9 remembering to use correct collocations in writing
10 noticing collocations in the given reading texts
11 recording collocations in the given reading texts
13 applying the recorded collocations in their writings
14 noticing mistakes about collocation in their writings and their peers‟
15 correcting mistakes about collocation in their writings and their peers‟
THANK YOU FOR YOUR COOPERATION!
Part A The effectiveness of the CAR Process in raising the participants’ awareness of collocation in the writing process
1 Before participating in this research, have you ever paid attention to the use of collocation while you are writing?
2 Can you give me your opinion of the role of language awareness when learning a foreign language in general and the role of collocation awareness in writing in particular?
3 Do you think that the CAR Process may help raise your awareness of collocation in the writing process? If yes, how ? If no, explain why?
4 After checking your writing assignments, I noticed that some mistakes about collocation in the first versions were not corrected in the second versions? Can you tell me the reasons for this?
B Difficulties while going through the CAR Process
1 Among the difficulties mentioned in the questionnaire, which difficulties you experienced most during the CAR Process?
2 Can you explain in more details the reasons why you had such difficulties?
3 What suggestions or recommendations do you have to solve those difficulties during the CAR Process?
APPENDIX C: RECOGNITION TEST Time allowance: 20 minutes
Choose the best answer to fill in the blank in the following sentences
1 My daughter‟s ……… news about her test results really made my day
2 I hope to set up a ……… business of my own in the near future
3 You should take ……… care of your health
4 A lot of ……… customers always buy the goods in our shop
5 Nowadays, people can ……… information from a variety of sources
6 It is important for any business to ……… a profit in order to survive
7 You ……… a mistake when answering back the teacher during class yesterday
8 We are trying our best to ……… customers‟ demand for our new product
9 I spend a ……… amount of money buying books
10 The most ……… feature on his face is his nose
11 He has a wardrobe full of ……… clothes
12 Doing ……… exercise is good for your health
13 Smoking has a ……… impact on people‟s health
14 That restaurant provides a very ……… service to customers
15 You have delayed writing the report for an ……… period of time
16 Her ……… mistake worsened the situation
17 There has been a ……… increase in the number of traffic accidents in the last five months
18 The ……… reason for my lateness is that I was caught in a traffic jam
A primary B major C A and B are correct
19 The ……… conditions of the house cause her health to get worse
20 Her ……… advice helped me solve the problem more easily
21 Being married makes a ……… difference to my life
22 Her ……… smile lit up the whole room
23 You should do something to ……… your appearance
24 He ……… a lot of training in the gym near his house