improving speaking performance by using collocations for secondary students at an english language center

This research contributes to a deeper understanding of the role of collocations in spoken language proficiency and informs the development of targeted language teaching strategies, ultim

INTRODUCTION

Rationale

The rationale of this study stems from the recognized importance of spoken language proficiency in English language education Numerous scholars have emphasized the significance of speaking skills in language learning, highlighting its pivotal role in real-life communication situations ( Burns, 1998; Nunan & Carter, 2002) Proficiency in spoken language not only facilitates social interaction but also enhances overall language acquisition and comprehension This skill is not only crucial for academic success and professional advancement but also for social integration in English-speaking environments

Collocations can be thought of as the national essence of each nation They demonstrate the distinctive qualities of language and can take the place of straightforward words while retaining the same meaning They can convey the speaker's level of linguistic sophistication There are several collocations that are interchangeable with straightforward terms Collocations are relatively common in Vietnam, and so are in English-speaking countries Parents, friends, and teachers can educate people collocations so that they can communicate fluently and spontaneously

The integration of collocations into speaking practice has garnered attention in language teaching research Collocations, defined as fixed and recurring word combinations, are crucial elements of natural and fluent discourse (Bahns, 1993) Scholars have demonstrated that mastery of collocations is essential for achieving fluency, coherence, and naturalness in spoken communication (Fontenelle, 1998; Howarth, 1998)

However, despite their importance, the effective incorporation of collocations into language teaching curricula remains underexplored Research has shown that learners often encounter challenges in employing collocations in spoken language (Dweik & Abu Shakra, 2011) These challenges range from difficulties in accurate usage to limitations in lexical knowledge, underscoring the complexity of integrating collocations into spoken discourse effectively

In light of these findings, it is evident that investigating the proficiency of secondary students in utilizing collocations within spoken language is crucial for enhancing their speaking skills and overall language competence

By addressing these challenges and identifying effective strategies for integrating collocations into speaking instruction, this study aims to contribute valuable insights to the field of English language education, ultimately fostering more proficient and confident speakers among secondary students.

Aims and objectives of the study

The aim of the study "Improving speaking performance by using collocations for secondary students at an English language center" is to enhance the speaking abilities of secondary students through the strategic integration of collocations This research endeavors to evaluate the efficacy of employing collocations in bolstering students' speaking skills within the context of an English language center Objectives include assessing the current proficiency level of students in spoken communication, investigating the impact of collocation usage on speaking abilities, and identifying challenges encountered by students in incorporating collocations into their speech Furthermore, the study seeks to develop practical recommendations for students to effectively utilize collocations and to measure the resultant improvements in speaking performance By addressing these objectives, the research aims to contribute valuable insights into the pedagogical approach of utilizing collocations for enhancing speaking proficiency among secondary students, thereby enriching the existing discourse on language teaching and learning.

Research questions

With the overarching aim of enhancing secondary students' speaking skills through the strategic integration of collocations, the study sets out specific objectives to guide its investigation These objectives pave the way for a focused inquiry into the current usage of collocations among secondary students, the effectiveness of integrating collocations into speaking instruction, and the formulation of practical recommendations for improved speaking performance By delineating these aims, the study sets the stage for the exploration of pertinent research questions aimed at uncovering insights into the relationship between collocation use and speaking proficiency among secondary students

1 What is the current situation of using collocations in speaking of secondary students?

2 How does using collocations help secondary students improve speaking performance?

Scope of the study

The researcher carried out a study on 30 secondary students (grade 8 th and 9 th ) who have the same English proficiency level at the Aba Englishcentre The researcher learnt about the challenges that secondary students at the Aba English Center would take when using collocations in conversation The researcher gave some recommendations to help secondary students use collocations more effectively basing on the research findings The study was carried out in 7 weeks Five speaking topics including rooms in your house, sports, reading habits, mobile phones, learning English were integrated into the experimental oral lessons Lesson plans were designed to train students on how to use collocations to assist speaking.

The significance of the study

Within the defined scope, this study not only aims to shed light on the effectiveness of integrating collocations into speaking instruction for secondary students but also to address a crucial gap in English language teaching methodologies By examining the current practices, assessing the impact of instructional interventions, and offering practical recommendations, this research seeks to contribute valuable insights to the field of English language education The significance of this study lies in its potential to inform pedagogical practices, curriculum design, and instructional strategies aimed at enhancing speaking proficiency among secondary students Furthermore, by empowering students with the linguistic skills necessary for effective communication, the study ultimately strives to equip them with the tools needed to succeed in academic, professional, and social contexts

The secondary students at the Aba Center benefit from this research's use of collocations to enhance their speaking abilities This study investigates the circumstances under which students currently employ collocations in speech This study also explores how students might improve their speaking abilities by employing collocations Additionally, this research offers potential methods for students to learn and use English collocations in speaking well in both speaking topics and daily life From that, students can understand how crucial collocations are to making their speaking skills vibrant and rich in vocabulary during the learning process and in everyday communication.

LITERATURE REVIEW

SPEAKING

This section delves into the multifaceted domain of speaking, beginning with a concise exploration of its definition Speaking, as a fundamental aspect of language proficiency, encompasses various skills such as pronunciation, fluency, and coherence in verbal expression Within this section, particular attention is given to elucidating the variables that influence speaking abilities By examining these aspects, this section sets the stage for a deeper understanding of the complexities involved in developing and assessing speaking proficiency in English language education

The concept of "speaking" encompasses various interpretations within the realm of language studies It constitutes one of the fundamental language skills alongside listening, writing, and reading, holding a paramount significance in daily interactions and serving as an indispensable tool for effective communication (Darcy, Ewert, & Lidster, 2012; Derwing, Munro, & Wiebe, 1998) Hadfield (2009) underscores speaking as a pivotal link for learners, bridging the gap between classroom learning and real-world applications Bygate (1987) posits speaking as an eminent conduit for social cohesion, hierarchical positioning, professional advancement, and commercial interactions, while also serving as a prime avenue for language acquisition Additionally, Grolier (1992:932) defines speaking as the act of articulating ideas, emotions, and thoughts orally, also referred to as oral communication Syakur (1987:5) underscores the multifaceted nature of speaking, emphasizing its complexity by encompassing components such as pronunciation, grammar, vocabulary, and fluency It involves the utilization of language to express oneself verbally, thereby demonstrating proficiency in linguistic expression Despite its significance, speaking has historically been marginalized in testing methodologies due to challenges associated with objective assessment and time constraints in administering speaking evaluations (Clifford, 1987)

The researcher of this study defines speaking as a skill that needs a smooth combination of sounds, vocabulary, and grammar to convey the speaker's thoughts to the listener It is also a skill that plays a very important role in human life including communication, presentation, and so on

Speaking serves as an essential tool in our daily lives, facilitating communication and the exchange of ideas and perspectives Particularly in the context of foreign language acquisition, the primary goal is to effectively communicate with native speakers and understand their discourse Therefore, the researcher contends that speaking is a fundamental skill necessary for individuals to engage with the broader world around them

Having established a foundational definition of speaking, it is imperative to delve into the multifaceted aspects that influence speaking proficiency Speaking encompasses various skills, including pronunciation, fluency, and coherence, all of which contribute to effective verbal communication These aspects of speaking proficiency are intricately linked to the utilization of collocations, as they significantly impact the naturalness and coherence of spoken discourse Therefore, understanding the nuances of speaking and its associated factors is essential for students aiming to improve their speaking skills through the strategic integration of collocations By examining these aspects, we can discern how collocations influence speaking abilities and devise effective instructional strategies to enhance students' spoken language proficiency

2.1.2 The variables influencing speaking abilities

In exploring the factors influencing speaking proficiency, we uncover the multifaceted aspects that contribute to effective verbal communication From pronunciation and fluency to coherence and vocabulary usage, these elements collectively shape an individual's ability to express themselves articulately and accurately in spoken discourse Understanding these influences is essential for enhancing speaking skills, as they directly impact the clarity, coherence, and authenticity of verbal expression By examining the intricacies of these aspects, we can identify areas for improvement and develop targeted strategies to enhance speaking proficiency, ultimately empowering individuals to communicate confidently and effectively in English

According to Tuan & Mai (2015), speaking proficiency is influenced by various factors including performance conditions (such as time constraints, planning, performance standards, and level of support), affective elements (including motivation, confidence, and anxiety), as well as listening skills and feedback received during speaking tasks Hughes & Reed (2016) defines fluency as the capacity of learners to articulate themselves comprehensibly without interrupting communication flow, as interruptions may lead to a loss of interest among listeners Mazouzi (2013) emphasizes the significance of precision and completeness in language expression during speaking, emphasizing attention to grammatical structures, vocabulary usage, and pronunciation accuracy Thornbury (2005) contends that learners require complex, well-structured phrases to effectively apply grammatical rules, noting that pronunciation often receives insufficient attention Therefore, the key factors influencing speaking performance encompass a combination of these elements a) Fluency, encompassing spoken speed, answer length, and coherence, stands as a pivotal factor influencing speaking proficiency in language assessments Spoken speed assumes a critical role, necessitating a balance between delivering responses at a pace conducive to thoughtful consideration and ensuring clarity for examiners Moreover, the ability to sustain fluent and coherent speech over extended periods emerges as a hallmark of effective communication Beyond speed, the length of responses also holds significance, with expectations aligned to the requirements of each test section Coherence, characterized by the apt articulation of responses accompanied by illustrative examples or explanations, further enhances comprehension and showcases linguistic proficiency In essence, fluency encompasses a dynamic interplay of speed, length, and coherence, shaping the quality and effectiveness of spoken communication in language assessments b) Lexical resources involve discussing diverse subjects using a wide range of vocabulary that is both extensive and accurate Moreover, the examiner will assess students based on their ability to express ideas in

English, even if they may not be familiar with the exact word or phrase Oftentimes, candidates commit the error of relying on direct translation from their native language to English, leading to the use of non-standard and incorrect vocabulary Thornbury claims that his is the most common mistake observed in speaking assessments c) Grammar precision and variety play a crucial role in assessing students' speaking proficiency, focusing on the sentence structures utilized in their responses to examiners' questions Emphasizing complexity and diversity, students are encouraged to employ a range of sentence patterns rather than relying solely on simple constructions Additionally, meticulous attention should be paid to ensuring grammatical accuracy and consistency, with particular emphasis on avoiding errors in tense usage By adhering to these criteria, Thorbury believes that students can demonstrate a heightened command of grammar and syntax, thereby enhancing the overall quality and coherence of their spoken discourse d) Pronunciation stands as a foundational element that students should prioritize in their speaking practice, as it significantly impacts communication clarity Accurate pronunciation is paramount to avoid misunderstanding, as judges rely on clear articulation to comprehend students' messages effectively Even proficient speakers may face comprehension challenges if pronunciation is flawed To emulate native speakers and enhance speaking skills, students must focus on articulating words clearly and adhering to pronunciation conventions By prioritizing pronunciation accuracy, students can effectively convey their intended messages and communicate more confidently in English.

COLLOCATION

Transitioning from the exploration of speaking proficiency, we now turn our focus to the role of collocation in shaping effective verbal communication Collocations, as integral components of natural language use, play a significant role in enhancing the fluency, coherence, and authenticity of spoken discourse Understanding the nuances of collocation usage is essential for individuals seeking to improve their speaking skills, as it directly influences their ability to express themselves accurately and naturally By examining the relationship between speaking proficiency and collocation usage, we gain valuable insights into how the strategic integration of collocations can further enhance spoken language proficiency

This section finds out the intricate domain of collocation, exploring its significance in language acquisition and proficiency Beginning with a comprehensive definition, the researcher elucidates the nuanced nature of collocations and their role in shaping natural language use Moreover, this section delves into the classification of collocations, highlighting the diverse categories and patterns that characterize these lexical combinations by establishing a foundational understanding of collocation, encompassing its definition, classification and significance Furthermore, this section focuses on the students’ advantages and disadvantages when they learn collocation and find out the reasons behind those disadvantages The researcher lays the groundwork for a detailed examination of its integration into speaking instruction for secondary students in English language education

Collocation is the naturally occurring combination of words that frequently appear together in a language, forming patterns that are both meaningful and characteristic of a particular language or domain These word pairings often occur due to semantic, syntactic, or pragmatic reasons, reflecting the conventions and nuances of communication within a linguistic community

According to Robins (2014, p 64), collocation is defined as "the habitual association of a word in a language with other particular words in sentences." Lewis (2000, p 8) characterizes collocation as "the readily observable phenomenon whereby certain words co-occur in natural text with greater than random frequency." Additionally, Dweik and Abu Shakra (2011, p 4) describe collocation as "essentially a lexical relationship between words that are prone to frequently combine with specific other words to form a single semantic unit."

In my opinion, collocation refers to the phenomenon in a language where certain words tend to occur together more frequently These word combinations are often habitual and convey specific meanings or nuances, contributing to the naturalness and fluency of expression within a given linguistic community Collocation is crucial for understanding the intricacies of language usage and plays a significant role in both spoken and written communication

Having elucidated a precise definition of collocation, the researcher now embarks on an exploration of its classification, aiming to shed light on its intricate linguistic properties and configurations Through systematic categorization based on structural and semantic attributes, the researcher endeavors to unveil the diverse typologies and subtypes inherent in these lexical combinations This endeavor furnishes a methodical framework for discerning and delineating collocations within natural language discourse, thus facilitating their seamless integration into pedagogical practices for secondary students Through this scholarly inquiry into collocational classification, the researcher sets the stage for a nuanced comprehension of its pivotal role in shaping proficient verbal communication and augmenting linguistic competence

Yan (2010) proposed two types of collocations as follows:

•Lexical collocations: Lexical collocations denote the recurring pairing of words or phrases within a language These combinations are not arbitrary but rather tend to occur together frequently due to their semantic or grammatical relationship Lexical collocations can include pairs or groups of words that commonly appear together, such as "strong coffee," "heavy rain," or "take a shower." They contribute to the naturalness and fluency of language use and are an important aspect of vocabulary acquisition and language proficiency

(1) verb + noun: make a decision, take a chance, and give advice

(2) adjective + noun: great idea, high chance,and sharp pain

(3) noun + noun: coffee table, traffic jam, and ice cream

(4) verb + adverb: sing beautifully, eat quickly, and work diligently (5) adverb + adjective: quite difficult, very happy, and extremely cold

(6) verb + adjective (linking verb collocations): go crazy, fall asleep, and get lost

(7) noun + verb: a girl sings, a cat drinks, and dogs bark

(8) noun + adjective: voice loud, sea calm, and dream vivid

Demir (2017) categorizes collocations into four types: lexical collocations, grammatical collocations, solid lexical collocations, and mid- collocations According to Bahns (1993), lexical collocations consist of various combinations of nouns, verbs, adverbs, and adjectives, as opposed to clauses, infinitives, or prepositions Fontenelle (1998) further explains that lexical collocations typically do not involve a subordinate element and are comprised of two equal open-class lexical items, contrasting with the closed class structure of grammatical collocations

•Grammatical collocations: Grammatical collocations refer to combinations of words that occur together frequently due to the rules and patterns of grammar within a language Unlike lexical collocations, which are based primarily on semantic associations, grammatical collocations are determined by syntactic rules and structures These combinations often involve specific word order, verb patterns, prepositional phrases, or other grammatical constraints Grammatical collocations play a crucial role in shaping the structure and coherence of sentences and are essential for effective communication in any language

(1) preposition + noun: in disguise, for breakfast, in need

(2) noun + preposition: difficulty with, demand for, and belief in

(3) verb + preposition: look up, give up, and take off

(4) adjective + preposition: interested in, proud of, and good at

(5) quantifier + noun: a packet of biscuits, a bottle of water, and a can of juice

(6) preposition+preposition: with against, on to, and from under

Unlike lexical collocations, grammatical collocations include not only nouns, verbs, and adjectives but also prepositions, infinitives, or phrases Phrasal grammatical collocations are formed by combining a lexical unit with a pattern that specifies the sub-categorization of the main element, as described by Bentivogli and Pianta (2003)

•Solid lexical collocations: When lexical collocations are compared to one another, the likelihood of two words occurring together when creating a lexical word combination is considerably more rigid The lexical components in this sentence are closely related to one another The connections between lexical units are so strong that a native speaker scarcely thinks of them as independent or free combinations Strong lexical collocations can be characterized by popular instances like acute pain, strong gusts, and light precipitation

Solid lexical collocations are combinations of words that frequently occur together and have become fixed or established in the language due to their habitual usage Here are some examples:

- "Salt and pepper" - This collocation refers to the common combination of these two seasonings often used together in cooking or at the dining table

- "Fish and chips" - A classic culinary pairing consisting of battered and fried fish served with French fries, commonly found in British cuisine

- "Black and white" - This collocation is often used metaphorically to refer to opposites or stark contrasts, such as in discussions of morality or photography

- "Knife and fork" - This pair of utensils is commonly used together for eating meals, particularly in Western dining customs

- "Bride and groom" - Referring to the individuals getting married, this collocation is frequently used in wedding contexts

These examples illustrate how certain combinations of words have become entrenched in language usage due to their frequent occurrence and association with specific concepts or contexts

•Mid-collocations: Mid-collocations, in contrast to solid lexical collocations, violate the co-occurrence limitations (Cruise, 1990) Nevertheless, they happen quite regularly Mid-collocations are combinations of words that are not as firmly fixed as solid lexical collocations but still occur with some regularity They may not be as predictable as solid collocations but are more frequent than random word pairings Here are some examples:

- "Heavy rain" - While "heavy" and "rain" are not as inseparable as some solid collocations, they frequently occur together to describe intense rainfall

- "Reach a compromise" - "Reach" and "compromise" often occur together in discussions of negotiation or conflict resolution, though they are not necessarily always used together

- "Bold move" - "Bold" and "move" are often paired together to describe a daring or courageous action, but they are not exclusively tied to each other

- "Sharp pain" - "Sharp" and "pain" are commonly used together to describe sudden or intense discomfort, but they may also appear independently in other contexts

- "Quick response" - "Quick" and "response" frequently occur together to describe a prompt reply or reaction, though they are not always used in tandem

These examples demonstrate how mid-collocations involve combinations of words that are somewhat less fixed than solid collocations but still exhibit a degree of regularity in their occurrence

Transitioning from the meticulous classification of collocations, the researcher now directs attention towards elucidating their significance within the linguistic domain Through a thorough examination of their structural and semantic attributes, the researcher discerns the intricate patterns and configurations inherent in collocation relationships This scholarly endeavor serves to underscore the profound impact of collocations on language proficiency and communication efficacy By investigating the significance of collocation, the researcher aims to elucidate its pivotal role in shaping natural language use and enhancing the authenticity and fluency of verbal expression Through this scholarly inquiry, the researcher seeks to contribute to a deeper understanding of the nuances of language acquisition and pedagogy, particularly in the context of spoken language instruction for secondary students

The researcher explores the significance of collocation within the realm of language acquisition and proficiency Collocation plays a vital role in natural language use, exerting influence over the fluency, coherence, and authenticity of verbal communication By examining the importance of collocation, the study uncovers its impact on the effectiveness and authenticity of language expression This investigation sheds light on the crucial role of integrating collocations into speaking instruction, particularly for secondary students seeking to enhance their speaking skills in English language education Through this examination, the researcher gains valuable insights into how collocation shapes language proficiency and communication competence

Knowledge and collocations are a criterion of the differences between native speakers and foreign language learners, as demonstrated by numerous studies For EFL learners in particular, incorrect collocation use is a key sign of foreignness (McCarthy, 1990; Nattinger, 1980) Without the ability to use collocations, ESL/EFL learners' English is not regarded as being ordinary, natural, or fluent, according to Pawley and Syder (2014), and Lewis (2000)

In order to be fluent and native-like in conversations, students need to acquire sufficient knowledge of collocations and employ them in appropriate contexts

PREVIOUS STUDIES

Research has been ongoing, continuously exploring and introducing novel theories and methodologies regarding the utilization of collocations in speaking proficiency These studies aim to identify learners' challenges in employing collocations during speaking activities and to devise strategies to enhance learners' fluency in using collocations in speech

Various linguists have conducted research on the advantages of collocations, particularly their role in enhancing speaking proficiency Laufer (1997) examined the expansion of second language vocabulary, while Cowie (1992) explored methods for enhancing communicative competence Additionally, Fillmore, Kempler, & Wang (2014) and Howarth (1998) used strategies for improving language fluency to approach native speaker proficiency

Brown (1974) discoveres that collocations enhance students' speaking proficiency and enable them to utilize English word combinations more smoothly and effectively in their speech Additionally, she emphasizes the importance of teaching collocations in context and with conceptual understanding to ensure learners grasp the nuanced meanings of collocations

This approach facilitates learners' ability to employ collocations naturally, akin to native speakers

Hsu and Chiu (2008) demonstrated favorable impacts of collocation competence on the speaking abilities of college EFL learners in Taiwan in a comparable research context 56 pupils that have a strong interest in English participated in the study The results of three tests revealed that the subjects' speaking proficiency is facilitated by their command of collocations

Additionally, Shooshtari and Karami (2013) carry out investigations into this topic in an Iranian setting, and they later prove that a solid command of collocations is useful in enhancing oral proficiency

Additionally, a range of studies were carried out to clarify and explain the nature of collocation errors made by non-native English speakers For instance, Mahmoud (2005) notes that mother tongue interference explains the inaccuracies in collocations when looking into errors in English made by Arabic learners of English When they are unfamiliar with the appropriate collocation in the target language, learners frequently search for an analogous expression in their own mother tongue

In Vietnam, while lagging behind global research on utilizing collocations in speaking performance, Vietnamese research has made strides in exploring various aspects of collocations These studies have identified challenges encountered by English learners when employing collocations in speaking tasks

Lien (2016), in her research paper, she highlights that the utilization of collocations in learners' speaking during IELTS part 2 (K63A and K63B) only represents a minor portion She outlines the utilization of collocations in the IELTS speaking part 2 for two cohorts, K63A and K63B The data indicated that activity-related collocations comprised 9% in K63A and 8% in K63B, while elaborative collocations constituted 8% in K63A and 7% in K63B These results imply that both groups employ collocations to a comparable degree in their IELTS speaking tasks, albeit with minor differences in the proportions of particular collocation types

My (2016) mentions the important usage of collocations in teaching They provide useful methods for teachers to use collocations more effectively in teaching English lessons

There are also some notable collocation teaching and learning studies in Vietnam Duong and Nguyen (2021) conducted the first important investigation They looked into Vietnamese EFL students' knowledge of English collocations (two hundred and thirty-six English major juniors) They used both quantitative and qualitative data collocation methods to analyze the findings The findings showed that the participants lacked a mastery of collocation knowledge; generally, they know less than 50% of each type of collocation

Although the previous studies focus on the benefits that collocations brings to learners such as increasing speaking scores, making speaking smoother or making their speech come alive with new phrases However, very few studies mention whether learners actually use collocations much after their studies end It is an issue to keep in mind when doing research on using collocations in speaking

Collocation research in education delves into the study of word combinations that frequently occur together in language use, shaping learners' language proficiency and communication skills Collocations are categorized into various types based on their semantic and syntactic properties

Educational research on collocations highlights several challenges faced by learners, including difficulties in recognizing appropriate collocations, understanding their meanings, and using them accurately in context These challenges stem from differences between languages, variations in collocational patterns across registers, and the abstract nature of some collocational relationships

Overseas research has focused on effective pedagogical approaches to teaching collocations, such as corpus-based instruction, explicit instruction, and the use of collocation dictionaries Studies have also explored the role of collocations in language proficiency tests and the impact of collocation instruction on learners' language skills and fluency In Vietnam, research on collocations in education is emerging, with studies investigating collocation patterns in Vietnamese learners' English language use, identifying common collocation errors, and exploring effective teaching strategies for enhancing collocation competence However, there remains a gap in understanding the specific challenges Vietnamese learners face with English collocations and the effectiveness of different instructional methods in the Vietnamese educational context

Overall, while research in education has provided valuable insights into collocation teaching and learning worldwide, there is a need for more focused investigations into the unique challenges and instructional needs of learners in specific contexts like Vietnam Bridging this research gap could inform the development of more tailored and effective collocation instruction strategies for English language learners in Vietnamese educational settings.

METHODOLOGY

RESEARCH SETTING

The researcher carried out this research at Aba English centre (No.40, 1 cluster, Pham Tuan Tai street) The students come from the Northern midland and mountainous provinces The students are in grade 8 th and grade 9 th They have been tested by teachers at the English center, and their levels were ranked from A1 to A2 (CEFR) Indeed, they still encountered challenges in utilizing English, particularly in employing collocations during speaking.

RESEARCH METHOD

Gay & Airasian (1992) asserts that the quasi-experimental method stands as the sole research approach capable of effectively assessing hypotheses regarding cause-and-effect relationships It serves as the most reliable means for addressing educational issues, both in practice and theory and for progressing education as a scientific discipline The quasi- experimental method aids researchers in determining the feasibility of anticipated outcomes and yields specific conclusions Additionally, it facilitates the validation and replication of published findings, often yielding improved results and enabling the replication of exact procedures for consistent outcomes

The researcher divided the participants into two equal-sized groups: the control group and the experimental group Employing the quasi-experimental research design (specifically, the pre-test post-test control group design) is suitable for this study

The selection of the quasi-experimental research design allowed the researcher to discern discrepancies between the experimental and control groups concerning the utilization of collocations in their speaking performance This methodology aided in mitigating bias and confounding factors.

PARTICIPANTS

30 students consented to participate in the study The researcher divided them into two groups: the experimental group comprising 15 students and the control group also consisting of 15 students

The experimental group participants employed collocations in their speech The researcher compiled a list of collocations related to common speaking test topics and tasked students with generating ideas based on these collocations Alongside other teachers, the researcher evaluated their speaking skills weekly, instructing the experimental group to incorporate the listed collocations The researcher monitored and documented their learning progress Both before-and-after the research, participants completed pre-tests and post-tests and filled out questionnaires

The control group participants engaged in speaking exercises covering various topics such as learning English, mobile phones, reading, and rooms in a house, as well as sports They also completed pre-tests and post-tests The researcher, along with other teachers, observed and assessed the progress and outcomes of both groups Following the experiment, the researcher analyzed the results to pinpoint challenges encountered by secondary students when utilizing collocations in speech and proposed solutions to address these issues.

DATA COLLECTION INSTRUMENTS

According to Creswell (2015), a questionnaire is a document utilized in survey research where study participants fill out and return to the researcher

It typically contains questions that participants answer and may also request basic personal or demographic details Questionnaires serve as a common method for gathering responses from research subjects and play a crucial role in this study Utilizing this tool enables researchers to gather numerous responses efficiently Question types in questionnaires generally fall into two categories: closed questions and open questions Closed questions provide specific answer options, such as yes or no, for respondents to choose from Conversely, open questions allow respondents to freely express their opinions without constraints, offering them anonymity In this research, two questionnaires were administered to collect information from secondary students

The primary objective of the initial questionnaire was to gather data from secondary students regarding their attitudes, opinions, and challenges related to utilizing collocations prior to the experiment The second questionnaire was designed to obtain feedback from secondary students regarding their attitudes and opinions on using collocations in speaking following the experiment

The process of administering both the pre-questionnaire and post- questionnaire for the collocation research study was outlined as follows:

To assess secondary students' attitudes, opinions, and difficulties regarding collocations before and after the experiment, two questionnaires were designed The pre-questionnaire aims to gather insights into students' awareness of collocations, their confidence in using collocations in speech, and perceived challenges or difficulties It also explores general attitudes towards collocation learning The post-questionnaire, on the other hand, focuses on students' attitudes and opinions regarding collocations in speaking after the experiment Both questionnaires are structured to be clear, relevant, and effective in collecting necessary data, ensuring a comprehensive understanding of students' perspectives on collocation learning throughout the experiment

After designing the pre and post-questionnaires, a pilot test was conducted with a small sample of students to assess the clarity, relevance, and effectiveness of the questions Based on the feedback received from the pilot test, modifications were made to both questionnaires to enhance their quality and comprehensibility These adjustments ensure that the questions accurately capture the intended data and provide a clear understanding of students' attitudes, opinions, and difficulties regarding collocations both before and after the experiment

Having obtained consent from schools, teachers, and students to participate in the research, secondary students were recruited to complete both the pre and post-questionnaires This process ensures ethical compliance and participation from willing individuals, facilitating a comprehensive examination of students' attitudes, opinions, and difficulties regarding collocations before and after the experiment

Administration of the Pre-Questionnaire:

The pre-questionnaire was administered to the selected group of secondary students before the experiment This was carried out through either paper-based questionnaires distributed in classrooms and online surveys, depending on the preferred method Subsequently, the experiment or intervention aimed at improving students' collocation usage was conducted This involved implementing various teaching strategies, interventions, or activities designed to enhance collocation learning among the students

Administration of the Post-Questionnaire:

Following the conclusion of the experiment, the post-questionnaire was administered to the same group of secondary students Similar to the pre- questionnaire, this step could be executed through paper-based questionnaires distributed in classrooms and via online surveys, depending on the preferred method This allowed for the collection of data on students' attitudes, opinions, and experiences regarding collocations after participating in the intervention, providing valuable insights into the effectiveness of the teaching strategies employed

Responses from both the pre and post-questionnaires were collected and organized for analysis This involved ensuring that all completed questionnaires were collected promptly and systematically arranged to facilitate thorough examination and interpretation of the data gathered

The data collected from both questionnaires were analyzed to identify the changes or trends in students' attitudes, opinions, and difficulties regarding collocations before and after the experiment This analysis involved comparing the responses from the pre and post-questionnaires to evaluate the effectiveness of the experiment in influencing students' attitudes and opinions towards collocation usage By examining the shifts in students' perceptions and understanding the emerging patterns, insights were gained into the impact of the intervention on enhancing collocation learning among the participants

The findings from the data analysis were interpreted to gain insights into the impact of the experiment on students' attitudes, opinions, and difficulties related to collocation usage Through this interpretation, any shifts or trends in students' perceptions were identified, providing a deeper understanding of how the intervention influenced their learning experience Furthermore, implications for teaching and learning collocations were determined basing on the results of the study By examining the effectiveness of the teaching strategies employed in the experiment and understanding their influence on students' attitudes and opinions, valuable insights were obtained into potential adjustments or enhancements that could be made in collocation instruction to optimize learning outcomes

Assessing learning outcomes holds significant importance in gauging the effectiveness of incorporating collocations into speaking To facilitate objective evaluation, tests were implemented by the researcher

Both a pre-test and a post-test were administered to assess students' performance before and after integrating collocations into speaking The researcher, alongside another teacher, evaluated the tests using a speaking rubric (P2RST rubric) developed by Latifa, Rahman, Hamra, Jabu, & Nur (2015) The P2RST rubric is likely tailored specifically for assessing collocations in speaking tasks This specificity ensures that the assessment criteria align closely with the learning objectives related to collocation acquisition, allowing for more accurate and targeted evaluation of students' performance The rubric is likely based on sound theoretical frameworks and empirical evidence regarding effective collocation assessment practices This ensures that the assessment approach is grounded in research and best practices in language assessment Student speaking was recorded and assessed in real-time Subsequently, the recordings were reviewed by the researcher and the other teacher to ensure the most precise scoring

The process of administering the pre-test and post-test for evaluating students' performance before and after using collocations in speaking, using the P2RST rubric from Latifa, Rahman, Hamra, Jabu, & Nur (2015) , was outlined as follows:

Prior to conducting the pre-test, necessary consent was obtained from schools, teachers, and students Following this, preparations were made for administering the speaking test, which included the assembly of materials such as the P2RST rubric and relevant prompts or topics focusing on collocations These materials were essential for ensuring the standardized and effective evaluation of students' speaking abilities, particularly in their use of collocations, thereby contributing to the comprehensive assessment of their linguistic proficiency in this aspect

Administration of the Pre-Test:

The pre-test was administered to the students before they received any instruction or intervention on collocations in speaking This speaking test involved students responding to prompts or engaging in conversation tasks that required the use of collocations To accurately assess students' speaking performances, their responses were recorded using audio or video recording equipment This enabled a comprehensive evaluation of their proficiency in employing collocations in spoken language before any instructional intervention took place

The researcher, along with other teachers or evaluators, utilized the P2RST rubric to assess students' speaking performances Each student's performance was evaluated based on criteria such as fluency, accuracy, vocabulary use, pronunciation, and the appropriate use of collocations Scores may have been recorded immediately after the test or during a subsequent grading session, ensuring a thorough and standardized assessment of each student's speaking abilities, particularly their proficiency in employing collocations in spoken language

RESEARCH PROCEDURES

Gay & Airasian (1992) delineates a comprehensive framework of 7 steps in experimental research design to guide researchers in their investigations:

 Formulating hypotheses and deducing their implications

 Collecting and refining raw data

 Presenting findings and drawing conclusions

Drawing from these steps, the researcher meticulously conducted the present study Initially, the researcher identified research questions and selected appropriate data collection instruments, then proceeded to gather and analyze the data

 Identification of issues faced by secondary students in using collocations in speaking

 Review of literature pertaining to speaking, collocations, and their application

 Formation of a hypothesis and deducing its implications: students can enhance their speaking proficiency by utilizing collocations if provided with solutions to their challenges in using them

 Constructing an experimental design (using the quasi-experimental method)

 Implementation of the experiment involving two groups: the experimental and control groups

 Compilation and refinement of data gathered from questionnaires, pre- tests, and post-tests

 Presentation of findings and conclusions, including an assessment of whether the results aligned with the initial hypothesis.

DATA ANALYSIS

Utilizing Google Forms to create questionnaires for students proved highly advantageous and efficient for the researcher The platform offers a plethora of options for crafting questions, including both open-ended and closed-ended formats This method spared the researcher from the laborious process of manually composing questions on Word, printing them, distributing them to students, and subsequently collating the responses Additionally, it eliminated the need for employing complex software tools to synthesize and interpret the collected data

To culminate the investigation, the researcher necessitated deriving conclusions through the juxtaposition of findings from various group comparisons: specifically, between the experimental and control groups following both the pretest and posttest phases, and within the experimental group itself between the pretest and posttest assessments Utilizing IBM SPSS Statistics 20, an array of statistical analyses are available, each equipped with functionalities conducive to the examination of research outcomes In this particular study, the researcher opted to employ the Independent Samples T-Test for the purpose of comparing the obtained results.

DATA PROCESSING PROCEDURE

Initially, the researcher sought permission from the Aba English Centre's supervisor before proceeding Following this, the researcher visited the class to brief the students about the research Subsequently, consent forms were distributed to students who expressed interest in participating

The data collection process commenced with the experimental group completing a pre-questionnaire, which gauged their attitudes, opinions, and challenges regarding the use of collocations in speaking prior to the experiment Additionally, both groups underwent an in-person pre-test covering five common topics, including reading, mobile phones, rooms in the house, sports, and learning English The researcher, alongside a teacher, utilized the P2RST rubric to assess the speaking performance of the students

Over the course of seven weeks, the experimental group engaged in paired speaking practice sessions facilitated by the researcher Each week, the group received academic collocations related to a specific topic, and the researcher guided them in incorporating these collocations into their speech Regular monitoring and correction of speaking errors were conducted by the researcher based on recordings of the group's practice sessions

Following the practice period, both groups were tested on random topics in class, and their speaking performance was evaluated using the speaking rubric Subsequently, the researcher and a teacher analyzed the post- test results of both groups, assessing the degree of change and comparing their performance using SPSS

Finally, the experimental group completed a post-questionnaire, providing insights into their attitudes and opinions regarding the use of collocations in speaking after the experiment Based on the collected data, the researcher identified difficulties faced by grade 8 and 9 students in using collocations in speaking and proposed potential solutions to address these challenges

To evaluate speaking proficiency, the researcher employed the Practical Rating Rubric of Speaking Test (P2RST) to ensure a fair assessment of the students' performance

0 The speaker demonstrates a complete inability to apply the principles of (lexical proficiency, syntactic proficiency, pronunciation, discourse skills, strategic skills) in their speech

1 The speaker demonstrates proficiency in (lexical competence, syntactic competence, pronunciation, discourse competence, strategic competence), but there are notable shortcomings The speaker exhibits a high frequency of ungrammatical utterances, ranging from approximately 57% to 75% Additionally, the speaker utilizes a limited vocabulary, with only around 25% to 49% of the expected vocabulary used Pronunciation errors occur frequently, ranging from approximately 66% to 86% There are also instances of disconnected discourse, with approximately 67% to 83.3% of utterances lacking coherence and hesitations

2 The speaker demonstrates proficiency in (lexical competence, syntactic competence, pronunciation, discourse competence, strategic competence), although there are instances of ungrammatical production, unrelated vocabulary, mispronunciation, disconnected discourse, and hesitation in speech Additionally, there is a lack of formality present, ranging from approximately 50% to

60% The speaker utilizes only 38% to 50% of the expected vocabulary and occasionally struggles with word recall Mispronunciation occurs at a rate of approximately 50% to 62% Furthermore, the speaker produces unconnected utterances approximately 50% to 66% of the time, and encounters difficulties in effectively communicating intended meaning approximately 50% of the time

3 This level indicates that the speaker exhibits proficiency in

(lexical competence, syntactic competence, pronunciation, discourse competence, strategic competence), albeit with occasional instances of ungrammatical productions, unrelated vocabulary, mispronunciation, disconnected discourse, and hesitation in speech There are also occasional lapses in formality, ranging from approximately 10% to 30% The speaker demonstrates the ability to recall related words approximately 67% to 90% of the time, albeit with occasional pauses to recall specific terms Mispronunciations occur sporadically, at a rate of approximately 10% to 33% Additionally, there are occasional instances of disconnected meaning in communication, approximately 33% of the time However, the speaker encounters only occasional difficulties in effectively conveying intended meaning, approximately 16.7%

4 This level characterizes the speaker as proficient in (lexical competence, syntactic competence, pronunciation, discourse competence, strategic competence) without any errors There are no observable grammatical mistakes, and the speaker demonstrates fluency without difficulty in collocations The speaker articulates words, phrases, and sentences with a pronunciation close to that of a native speaker Communication flows smoothly, indicating no issues in conveying meaning effectively

Table 3.1.The most recent update of the P2RST Rubric

Latifa, A., Rahman, A., Hamra, A., Jabu, B., & Nur, R A (2015)

Figure 3.1.Scoring Mechanism of the P2RST

The researcher meticulously amalgamated the data from the P2RST with a scoring scale to effectively evaluate each criterion Drawing from the updated version of the P2RST rubric, the researcher implemented modifications tailored to suit the assessment requirements of students in grades 8 and 9 at the Aba Language Center These adaptations were instituted to streamline the rubric, making it more user-friendly and accessible for accurate evaluation of speaking performance Specifically, the adjustments were aimed at enhancing the ease of use and efficiency of the rubric, thereby facilitating a more robust and comprehensive assessment process

Table 3.2 The modification of the P2RST Rubric

- The researcher met the ss and explain to ss the research

- The participants were categorized into two groups: the experimental group and the control group

- Data collection for the experimental group involved administering a pre-questionnaire to assess their attitudes, opinions, and challenges regarding the use of collocations in speaking prior to the experiment

2 1 week - Both groups underwent a pre-test

3 5 weeks - The researcher instructed the experimental group to collaborate in pairs for speaking practice

- The researcher met ss to provide collocations related to some common topics

- Each pair practised together and send recordings to the researcher each week

4 1 week - The researcher administered tests to both groups

- The researcher scrutinized the outcomes of the post-tests for both groups

- The researcher gathered data from the experimental group through a post-questionnaire concerning their attitudes and opinions regarding the use of collocations in speaking after the experiment

- The researcher identified difficulties and proposed potential solutions to address challenges encountered in using collocations in speaking

ETHICAL CONSIDERATION

The study participants were on a voluntary basis and the researcher didn’t force them to participate in the study The researcher used a consent form to obtain consent from students and their parents The researcher told them all the plans including purpose, materials, process and test Regarding personal information, the researcher didn’t go deeply into the personal life of research participants This study only explored the participants' background in speaking skills and the application of collocations Participants' test results were kept anonymous and completely free from plagiarism of other researchers.

SUMMARY

Chapter 3 encompasses a detailed methodology section, addressing key aspects such as research setting, method, participants, data collection instruments, research procedures, data analysis, and ethical considerations.It provides a comprehensive overview of the methodology adopted in the research, ensuring a systematic and ethical approach to investigating the impact of collocation usage on secondary students' speaking proficiency.

FINDINGS AND DISCUSSIONS

FINDINGS

4.1.1 The current situation of using collocations in speaking of secondary students

4.1.1.1 Students' self-assessment of their speaking abilities

Figure 4.1 depicts the proportion of students in both the experimental and control groups who assessed their speaking proficiency

Figure 4.1 Analysis of students' English speaking proficiency

Students generally lacked confidence in their speaking abilities, as evidenced by the majority rating their proficiency as fair, poor, or very poor Specifically, 56.7% (17 students) rated their speaking ability as fair, followed by 20% (6 students) for poor, and 6.7% (2 students) for very poor In contrast, only 16.7% (5 students) rated their speaking ability as good, with none selecting very good This indicates that students face challenges in speaking and may struggle with confidence in developing this skill

Figure 4.2 Identification of factors contributing to difficulties in English speaking

The researcher identified four aspects of speaking in English that could pose challenges for students, namely pronunciation, fluency, lexical resources, and grammatical range and accuracy Students were then asked to assess the difficulty they experienced in each of these aspects when speaking

Overall, two choices, “ very problematic” and “problematic” were always the top choice of the students in all four categories On the contrary, very few students were proud of their speaking ability based on their opinions

Actually, there were from 15 to 16 students having trouble with fluency and lexical resources (15 students chose “problematic” in fluency and 16 students chose “problematic” in lexical resources) Furthermore, the number of students choosing “very problematic” was equal, showing that they all had quite similar speaking backgrounds While just from 1 to 4 students chose

“ Not problematic” in two categories, depicting a very small number of students who felt confident in them

Regarding “pronunciation” and “grammar and accuracy”, this pattern did not alter When discussing about these two categories, the majority of students expressed negative feelings about themselves

4.1.1.2 Students’ self-evaluation of their collocations

Figure 4.3 Students’ awareness of collocation

It can be clearly seen that the majority of students already knew what collocations were With 70% of students knowing about collocations, it showed that they had been exposed to it before 30% of students were unclear about collocations and did not know

Figure 4.4 The frequency of students' using collocation

It can be seen that the level of occasional use and rare use accounted for the majority While the levels of often used and never used were at equal levels

First, 33.3% of students sometimes used collocations when speaking and followed by 26.7% of students rarely used collocation, which showed that students used very few collocations while speaking

Besides, 20% of students never used collocation when speaking, showing that they were not used to using them And 20% of students often used them and no students always used them

.Figure 4.5 Students’ assessment of the usefulness of collocation

Three options “Very useful”, “Useful” and “Neutral” appeared in this chart 43.3% of student noticed that collocations were useful in speaking while 33.3% of students found collocation very useful for their speaking skills And about 23.3% of students felt that collocation was neutral in speaking

Overall, this demonstrated that the majority of students agreed that collocation were helpful in speaking as they helped them a lot in expressing their thoughts

4.1.1.3 Students’ difficulties in using collocations

Based on the pre-questionnaire, most of students had difficulties in using collocation in speaking

Analysis of the responses provided by the students reveals a prevalent acknowledgment of challenges associated with the utilization of collocations

A considerable number of respondents indicated affirmative responses, signifying their encountered difficulties in employing collocation effectively during verbal communication Predominantly, students encountered challenges such as recollection issues regarding collocations, a lack of comprehension regarding their usage, limited familiarity with collocation, and inadequate opportunities for collaborative practice Conversely, only a minority of students reported experiencing no obstacles in utilizing collocation within the context of spoken discourse

4.1.2 Students’ results of using collocation before and after the experiment

4.1.2.1 Students’ results of using collocation before the experiment

The researcher carried out the pre-test with the experimental group and the control group

The speaking scores achieved by the experimental group and control group, were compared

The experimental group The control group

No.1: 68 No.2: 54 No.3: 69 No.4: 65 No.5: 46 No.6: 55

No.16: 37 No.17: 36 No.18: 70 No.19: 45 No.20: 23 No.21: 62

No.7: 74 No.8: 62 No.9: 73 No.10: 45 No.11: 55 No.12: 53 No.13: 46 No.14: 68 No.15: 60

No.22: 55 No.23: 61 No.24: 60 No.25: 69 No.26: 26 No.27: 60 No.28: 54 No.29: 74 No.30: 60

Table 4.1 Students’ results of using collocations before the experiment

In both groups, there was a mix of high-performing students and those who struggled with speaking The researcher employed SPSS to analyze the pretest outcomes

Table 4.2 The average score of each group

The researcher predicted that the results of the two groups before the experiment would not be different, meaning there would be no difference in the average value

The table presents the mean scores of the speaking tests for both the experimental and control groups It's evident that there was minimal disparity in the mean scores between the two groups The experimental group attained a mean score of 57.00, slightly higher than the control group's score of 52.40 This suggests that prior to the study, the proficiency levels of both groups were largely comparable

Levene's Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper

Table 4.3 The difference between the two groups

The researcher depended on Pre-test and Post-test ( Independent samples t-test in SPSS)

Case 1: If the significance value (Sig.) of Levene’s Test is less than 0.05, then we refer to the Sig (2-tailed) value in the row "Equal variances not assumed."

 If the -p value is greater than or equal to 0.05, it indicates no significant difference between the two groups

 If the -p value is less than 0.05, it suggests a significant difference between the two groups

Case 2: If the significance value (Sig.) of Levene’s Test is greater than or equal to 0.05, then we refer to the Sig (2-tailed) value in the row "Equal variances assumed."

 If the -p value is greater than or equal to 0.05, it indicates no significant difference between the two groups.-p value < 0,05 => There is a difference between 2 groups

 If the -p value is less than 0.05, it suggests a significant difference between the two groups

The researcher based on the calculation to draw the results There was a small gap between the control group and the experimental group The result was 0,377, and it was higher than p- value 0,05 Therefore, there was no big difference between the two groups

4.1.2.2 Students’ results of using collocation after the experiment

Following seven weeks of engagement with the experimental group, during which specific collocation words were provided for each topic, the researcher proceeded to assess both groups - the control and experimental groups, using the adapted P2RST rubric The assessment included evaluating the speaking scores of both groups

The experimental group The control group

No.1: 70 No.2: 63 No.3: 67 No.4: 66 No.5: 60 No.6: 75 No.7: 70 No.8: 70 No.9: 65 No.10: 78 No.11: 58 No.12: 78 No.13: 56 No.14: 75 No.15: 76

No.16: 56 No.17: 69 No.18: 40 No.19: 63 No.20: 56 No.21: 60 No.22: 55 No.23: 55 No.24: 50 No.25: 59 No.26: 36 No.27: 65 No.28: 30 No.29: 67 No.30: 56

Table 4.4 Students’ results of using collocation after the experiment

It was evident that while some students experienced a decline in their speaking abilities, the majority showed enhancements in their performance in speaking

Table 4.5 The average score of each group

It is evident that the experimental group's mean score of 67.53 was higher than the control group's mean score of 55.93 This substantial difference underscores the distinct effectiveness of the intervention implemented within the experimental group Such a disparity in scores illuminates the varying degrees of proficiency and mastery exhibited by the two groups, thereby highlighting the impact of the experimental treatment on enhancing speaking proficiency in relation to collocation usage More specifically, SPSS conducted analysis to confirm that there was a difference between the two groups

Levene's Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper

Table 4.6 The difference between the two groups The researcher conducted calculations and obtained a result of 0.006, which is below the threshold p-value of 0.05, indicating a significant difference between the two groups Upon analyzing the post-test results, it became evident that while the control group continued to struggle with speaking fluency and content development, the experimental group exhibited notable improvements in these areas, along with an enhancement in topic- related vocabulary compared to the pre-test The researcher concludes that the utilization of collocations can contribute to the enhancement of fluency and content development among students, leading to increased confidence and reduced hesitations during speech delivery

4.1.3 The effectiveness of collocations in speaking

The researcher asked 15 students in the experimental group to answer the post-questionnaire to show how useful they find in adding collocation for their speaking

4.1.3.1 Students’ evaluations of collocation’s usefulness

Figure 4.6 Students' perception of the utility of collocation

The pie chart depicts the distribution of students based on their responses to two opinions regarding collocations: "Yes" and "No"

There were 100% of students going with the opinion “Yes” That is to say, they felt that using collocations helped them much in improving their speaking performance

In terms of the opinion “No”, nobody chose it

4.1.3.2 The students' evaluations of the provided collocations for particular topics h Figure 4.7 Distribution of given collocations across specific topics

Clearly, every student found the provided collocations to be beneficial When they used collocations to enhance their speaking, they thought it was more fascinating Furthermore, not one student selected "normal" or "not effective." It can inform the researcher about the actual beneficial impact of the provided conversations on the speaking abilities of the students Nevertheless, this was not the sole finding that supported the researcher's assertion that students may enhance their speaking skills by using the provided collocations

4.1.3.3 The choices made by students regarding the prescribed learning strategies

Figure 4.8 Students' choices regarding adherence to the provided learning strategies

It is evident that all students are inclined to adopt three specific learning strategies to enhance their speaking proficiency through the utilization of collocations These strategies include acquiring collocations tailored to specific topics and questions, engaging in self-study, and practicing speaking with partners This unanimous agreement among students underscores the perceived effectiveness of these measures in bolstering their speaking abilities by incorporating collocations Such a comprehensive approach reflects a collective recognition of the importance of targeted learning methods in achieving proficiency in spoken English, particularly through the strategic integration of collocations.

DISCUSSION

The results of tests and questionnaires assisted the researcher in responding to the two research topics

Regarding the first study issue, the researcher's understanding of the state of students' speaking abilities was initially provided by the result of the questionnaire A significant percentage of them self-assessed as problematic or extremely problematic Students frequently encountered challenges when gaining speaking abilities, including as speaking mechanics and collocation issues Second, the results of the examination provided the researcher with a wealth of knowledge regarding the speaking skill of the students They were not very good at expressing their opinions in public They wanted to respond in their mother tongue, but they were unsure of how to do so

Regarding the second research question, firstly, the findings from the questionnaires gave the researcher feedback on using collocations in speaking Most of students agreed that the the phrases helped them learn vocabulary quickly, and were more suitable for them than usual

However, there was a hardship for them when using collocations Students experienced difficulty in recalling certain words This is also a note that the researcher should pay attention to adjust the words Besides, the results from tests also ensured the benefits of using collocations when the results from the experimental group were higher than those of the control group It is believed that collocations are really reasonable to use for students or those who want to improve their English speaking performance

Regarding the second research question, the researcher received feedback on speaking with collocations based on the results of the questionnaires The majority of pupils concurred that these expressions were more appropriate for them than normal and that they helped them pick up terminology more rapidly

They had difficulty, though, when it came to collocations Some terms were perceived by students as being hard to remember This is another point to which the researcher ought to be aware in order to modify the language Test findings that showed the experimental group's results to be greater than the control group's also confirmed the advantages of employing collocations Collocations are thought to be a fairly reasonable tool for students or those looking to improve their English speaking abilities

The results obtained from both tests and questionnaires served as invaluable resources for the researcher in addressing the two primary research inquiries In examining the first research issue, insights into the speaking proficiency of students were initially gleaned from questionnaire responses, revealing a notable portion of students self-assessing their speaking abilities as problematic Challenges encountered by students in honing their speaking skills, encompassing both mechanical aspects and collocation usage, were frequently cited Moreover, examination outcomes shed light on students' struggles in articulating opinions publicly, often resorting to their native language due to uncertainty

Turning to the second research question, the questionnaire findings provided valuable feedback on the utility of collocations in speaking practice The majority of students expressed agreement regarding the efficacy of collocations in facilitating rapid vocabulary acquisition and suitability for their learning needs However, challenges arose in the recall of specific collocated terms, signalling a need for language adjustment Furthermore, test results demonstrated the superiority of the experimental group over the control group, underscoring the efficacy of collocation usage in enhancing speaking performance Consequently, collocations emerged as a promising tool for students and individuals seeking to enhance their English oral proficiency.

CONCLUSION AND RECOMMENDATIONS

CONCLUSION

The three research questions in the study have some inferences that can be drawn from the key findings that were covered in the preceding chapter The pre-test and pre-questionnaire answers provided the answer to the first research question The majority of the students struggled to acquire collocations The vocabulary scores of the experimental group and the control group did not differ in the speaking test The challenges faced by students in acquiring collocations were reflective of their overall lower proficiency levels in the language Furthermore, the lower proficiency levels of students were compounded by various external factors, such as limited exposure to authentic language use outside the classroom, insufficient practice opportunities, and socio-cultural barriers that inhibited their engagement with the target language As a result, many students struggled to bridge the gap between their existing knowledge of vocabulary and grammar rules and the practical application of these linguistic elements in real-world contexts

The response to the second study question demonstrates how collocations raise student achievement The post-test and post-questionnaire data were used to get the conclusion The experimental group outperformed the control group in terms of scoring The experimental group's pre- and post- test results differed from one another Collocations, in the researcher's opinion, thereby improved the students' speaking abilities The majority of students believed that collocations were helpful to them

From the two first questions, the researcher drew implications which are useful for both teachers and students when they use collocation in speaking

The study's conclusions demonstrate that collocations are useful for increasing vocabulary acquisition among students and add interest to their responses For students with low vocabulary, they are worth utilizing.

RECOMMENDATIONS

Based on the empirical findings, it is apparent that students have derived discernible benefits from the integration of collocations into their learning endeavors, particularly in the context of augmenting their oral proficiency However, notwithstanding these advancements, students encounter notable challenges that necessitate attention With diligent focus, these challenges can be effectively addressed Consequently, the researcher proffers several recommendations informed by the research outcomes

Primarily, educators are advised to meticulously evaluate the quantity of English collocations embedded within instructional materials prior to disseminating them to students Adjusting the volume of collocations to align with students' cognitive capacities can facilitate comprehension and optimize learning outcomes This adaptive approach underscores the success of the pedagogical intervention and underscores the appropriateness of the instructional content

Furthermore, to mitigate potential feelings of overwhelm among students during the learning process, educators are encouraged to incrementally augment the complexity or length of collocation exercises or assignments Gradually expanding the scope of tasks can enable students to gradually acclimate to more intricate linguistic constructs, fostering incremental skill development and minimizing cognitive strain

In the realm of language instruction, several recommendations have been proposed to aid teachers in augmenting their pedagogical approaches toward teaching collocations, as well as to assist students in bolstering their proficiency in this lexical domain For teachers, it is suggested to provide explicit instruction by offering clear definitions, examples, and usage contexts of collocations to ensure students understand how to use them effectively Authentic materials such as texts, videos, and audio recordings containing natural instances of collocations should be incorporated to expose students to real-world language usage Additionally, teachers should integrate collocations across various language skills activities, including reading, writing, speaking, and listening tasks, to reinforce learning and promote holistic language development Providing ample practice opportunities through activities like role-plays, discussions, and collaborative projects is essential Moreover, offering timely and constructive feedback on students' use of collocations, highlighting correct usage, and providing guidance on areas for improvement supports ongoing language development For students, active engagement in collocation learning activities, such as participating in discussions, completing assignments, and seeking clarification, is crucial They should practice using collocations in authentic contexts like conversations, writing assignments, and presentations to develop fluency and confidence Utilizing resources such as dictionaries, online collocation databases, and language learning apps outside of class helps expand vocabulary and reinforce learning Regular practice using activities like flashcards, quizzes, and self-tests is important to reinforce retention and improve accuracy Finally, monitoring personal progress in learning collocations by setting goals, tracking vocabulary acquisition, and reflecting on areas for improvement helps students stay motivated and focused on language development.

CONSTRAINTS OF THE RESEARCH AND SUGGESTION FOR

Based on the perspectives of the students, the restrictions were inferred from the post-questionnaire According to the post-questionnaire, a few collocations were thought to be challenging for students to master Furthermore, just thirty students were involved in the study, making it a limited sample size Furthermore, the trial was conducted in a short amount of time—just seven weeks—so the results could not be entirely accurate

The purpose of this study was to determine the current state of students' speaking abilities as well as the degree to which collocations enhance speaking abilities It would be good if more studies could determine how well collocations work with other abilities like speaking, listening, and reading Additionally, in subsequent studies, the investigator may select other participants, like college or high school students, and conduct the study over an extended period of time Although it is simple to follow, students should make plans and work hard to understand the material

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Yan, H (2010) Study on the Causes and Countermeasures of the Lexical Collocation Mistakes in College English English Language Teaching, 3(1), 162-165

The primary objective of this questionnaire is to gather data from secondary students enrolled at the Aba English center The overarching goal of the study is to ascertain the perspectives of participants regarding their understanding and familiarity with collocations prior to the commencement of the experimental intervention Your participation in completing this questionnaire is greatly appreciated, and we kindly request that you respond to the following inquiries at your earliest convenience Your input will contribute significantly to the research endeavor

Thank you very much for your kind cooperation!

The principal objective of this questionnaire is to gather comprehensive data from students enrolled at the Aba English center The overarching aim of the study is to investigate participants' perceptions regarding their emotional states and speaking proficiency subsequent to the implementation of the research focused on utilizing collocations in speaking performance Your voluntary participation in completing this questionnaire is greatly appreciated, as it will significantly contribute to advancing our understanding in this area of study We kindly request that you respond to the following inquiries at your earliest convenience Your input is invaluable to the research endeavor

APPENDIX 3: PRE-TEST AND POST-TEST

CONSENT FORM Giấy chấp thuận

Cải thiện khả năng nói bằng cách sử dụng cụm từ cố đi ̣nh cho học sinh trung học tại trung tâm tiếng Anh

Tôi……….…, đồng ý cho con tôi là……… tham gia vào dự án nghiên cứu có tựa đề “Nâng cao khả năng nói bằng cách sử dụng cụm từ cố đi ̣nh cho học sinh trung học tại một trung tâm Anh ngữ”, được thực hiện bởi NGUYỄN KHÁNH LINH, người đã thảo luận về dự án nghiên cứu với con tôi

Tôi đã nhận, đọc và giữ một bản sao tuyên bố bằng ngôn ngữ dễ hiểu Tôi đã có cơ hội đặt câu hỏi về nghiên cứu này và đã nhận được những câu trả lời thỏa đáng Tôi hiểu mục đích chung, rủi ro và phương pháp của nghiên cứu này

Tôi đồng ý cho con tôi tham gia vào dự án nghiên cứu và những điều sau đây đã được giải thích cho tôi:

 Sự tham gia của con tôi là hoàn toàn tự nguyện

 Con tôi có quyền rút khỏi nghiên cứu bất cứ lúc nào và không có ảnh hưởng nào đến con tôi

 Các bước được thực hiện không xảy ra rủi ro

 Những gì con tôi được mong đợi và yêu cầu phải làm

 Tôi có thể yêu cầu một bản sao các kết quả nghiên cứu và báo cáo

 An ninh và bảo mật thông tin cá nhân của tôi được đảm bảo

 Ghi âm nghe nhìn của bất kỳ phần nào hoặc tất cả các hoạt động nghiên cứu (nếu có)

 Công bố kết quả từ nghiên cứu này với điều kiện danh tính của con tôi không được tiết lộ

1 Lesson Plan: Speaking Skill - Learning English

- Objectives: By the end of the lesson, secondary students will be able to express their opinions on whether English is a beneficial subject for students to learn at school, using the provided vocabulary and phrases to support their arguments

- Levels: Secondary students (Grade 8 and Grade 9)

 Handouts with vocabulary and phrases related to expressing opinions

- Begin by discussing the importance of speaking English in today's world - Ask students to share their thoughts on why they think English is valuable to learn

- Introduce key vocabulary and phrases related to expressing opinions about learning English, such as "excellent subject”," "essential role,"

"broaden horizons", "gain confidence" and

- Provide definitions, pronunciation, and examples of usage for each vocabulary item

- Practice pronunciation and usage of the vocabulary through drilling exercises

- Divide the class into pairs or small groups

- Provide a prompt for discussion: “What are the benefits in learning the English language?”

"Do you think English is a good subject for students to learn at school? Why or why not?"

- Encourage students to use the vocabulary and phrases introduced earlier to express their opinions and support their arguments

- Set a timer for each group to ensure equal participation and time management

- Circulate around the classroom, monitoring and offering assistance as needed

- Invite each group to present their opinions to the class

- Encourage other students to ask questions or provide feedback on the presentations

- Facilitate a brief discussion after each presentation to further explore different perspectives on the topic

Wrap-up (5 minutes) - Summarize the main points discussed during the lesson

- Ask students to reflect on what they've learned about the importance of learning English for their personal and professional development

- Remind students to continue practicing their speaking skills outside of the classroom

- Homework (optional): Assign a written assignment where students write a short reflection on their own opinions about the importance of learning English, incorporating the vocabulary and phrases learned in class

2 Lesson Plan: Speaking Skill - Rooms in the House

- Objective: By the end of the lesson, secondary students will be able to discuss their favorite rooms in the house, express reasons for their preferences, and describe activities they enjoy doing in those rooms

- Level: Secondary students (Grade 8 and Grade 9)

 Handouts with vocabulary and phrases related to rooms in the house and activities

- Start by asking students which room in their house they like best and why

- Encourage them to share their responses with the class

- Introduce key vocabulary and phrases related to rooms in the house and activities, such as

"like the best", "relax", "spend time", "close- knit relationship", "feel comfortable" and

- Provide definitions, pronunciation, and examples of usage for each vocabulary item

- Practice pronunciation and usage of the vocabulary through drilling exercises

- Divide the class into pairs or small groups

- Provide prompts for discussion: a "Which room in your house do you like best? Why?" b "What do you like doing there?"

- Encourage students to use the vocabulary and phrases introduced earlier to express their preferences and describe activities they enjoy in each room

- Set a timer for each group to ensure equal participation and time management

- Circulate around the classroom, monitoring and offering assistance as needed

- Invite each group to present their discussion points to the class

- Encourage other students to ask questions or provide feedback on the presentations

- Facilitate a brief discussion after each presentation to further explore different perspectives on favorite rooms and activities in the house

Wrap-up (5 minutes) - Summarize the main points discussed during the lesson

- Ask students to reflect on the importance of different rooms in their daily lives and how each room contributes to their overall well- being

- Remind students to appreciate and make the most of the spaces they have in their homes

- Homework (optional): Assign a written assignment where students write a short essay or reflection on their favorite room in the house, explaining the reasons for their choice and describing activities they enjoy doing there

3 Lesson Plan: Speaking Skill - Sports

- Objective: By the end of the lesson, secondary students will be able to discuss their participation in sports and physical activities, express personal preferences, and articulate the benefits of being active

- Level: Secondary students (Grade 8 and Grade 9)

 Handouts with vocabulary related to sports and physical activities

- Begin by asking students if they play any sports and if they enjoy watching sports

- Encourage them to share their responses with the class

- Introduce key vocabulary and phrases related to sports and physical activities, such as

"sporty person", "energetic person", "keep fit",

"get lean", "build tenacity" and "boost my immune system."

- Provide definitions, pronunciation, and examples of usage for each vocabulary item

- Practice pronunciation and usage of the vocabulary through drilling exercises

- Divide the class into pairs or small groups

- Provide prompts for discussion: a "Do you play any sports? Why or why not?" b "What are the benefits of playing sports?"

- Encourage students to use the vocabulary and phrases introduced earlier to express their thoughts and experiences with playing sports

- Set a timer for each group to ensure equal participation and time management

- Circulate around the classroom, monitoring and offering assistance as needed

- Have students remain in their pairs or small groups

- Provide prompts for discussion: a "What sports do you enjoy watching? Why?" b "Do you have a favorite sport to watch? Why or why not?"

- Encourage students to share their favorite sports to watch and explain their reasons for enjoying them

- Set a timer for each group to ensure equal participation and time management

- Circulate around the classroom, monitoring and offering assistance as needed

Wrap-up (5 minutes) - Summarize the main points discussed during the lesson

- Encourage students to reflect on their own experiences with sports and physical activities and consider how they can incorporate more movement into their daily lives

- Remind students of the benefits of staying active and maintaining a healthy lifestyle

- Homework (optional): Assign a reflective writing task where students write about their favorite sport to play or watch, explaining the reasons behind their choice and discussing the impact it has on their physical and mental well-being

4 Lesson Plan: Speaking Skill - Mobile Phones

- Objective: By the end of the lesson, secondary students will be able to discuss their usage of mobile phones, articulate the benefits and drawbacks of mobile technology, and express opinions on its impact on daily life

- Level: Secondary students (Grade 8 and Grade 9)

 Handouts with vocabulary related to mobile phones

- Begin by asking students if they use mobile phones and how often they use them

- Encourage them to share their experiences and thoughts with the class

- Introduce key vocabulary and phrases related to mobile phones, such as "brand", "life saver", "study online and offline", "recharge my battery" and "be addicted to"

- Provide definitions, pronunciation, and examples of usage for each vocabulary item

- Practice pronunciation and usage of the vocabulary through drilling exercises

- Divide the class into pairs or small groups

- Provide prompts for discussion: a "What do you think are the benefits of using mobile phones?" b "How do mobile phones make your life easier?"

- Encourage students to use the vocabulary and phrases introduced earlier to express their opinions and experiences

- Set a timer for each group to ensure equal participation and time management

- Circulate around the classroom, monitoring and offering assistance as needed

- Bring the class back together for a group discussion

- Invite students to share interesting points or insights from their discussions about the good and bad points of mobile phones

- Facilitate a brief discussion on strategies for using mobile phones responsibly and maintaining a healthy balance between screen time and other activities

Wrap-up (5 minutes) - Summarize the main points discussed during the lesson, emphasizing the dual nature of mobile phone usage

- Encourage students to reflect on their own mobile phone habits and consider ways to maximize the benefits while minimizing the drawbacks

- Remind students of the importance of maintaining healthy relationships and academic focus in the age of digital technology

- Homework (optional): Assign a reflective writing task where students write about their personal experiences with mobile phones, discussing both the positive and negative aspects and proposing solutions for mitigating any negative impacts

5 Lesson Plan: Speaking Skill - Reading Habits

- Objective: By the end of the lesson, secondary students will be able to discuss their reading habits, articulate reasons for enjoying or not enjoying reading, and express preferences for specific types of books or magazines

- Level: Secondary students (Grade 8 and Grade 9)

 Handouts with vocabulary related to reading habits

- Begin by asking students if they enjoy reading and why or why not

- Encourage them to share their thoughts and experiences with the class

- Introduce key vocabulary and phrases related to reading habits, such as "avid reader"

"bookworm" "widen my knowledge" "develop my language" and "engrossed."

- Provide definitions, pronunciation, and examples of usage for each vocabulary item

- Practice pronunciation and usage of the vocabulary through drilling exercises

- Divide the class into pairs or small groups

- Provide prompts for discussion: a "Do you enjoy reading? Why or why not?" b "What benefits do you think reading books provides?"

- Encourage students to use the vocabulary and phrases introduced earlier to express their opinions and experiences

- Set a timer for each group to ensure equal participation and time management

- Circulate around the classroom, monitoring and offering assistance as needed

- Bring the class back together for a group discussion

- Invite students to share interesting points or insights from their discussions about their reading habits and preferences

- Facilitate a brief discussion on the importance of cultivating a reading habit and exploring diverse genres

Wrap-up (5 minutes) - Summarize the main points discussed during the lesson, highlighting the benefits of reading and the diversity of reading preferences among students

- Encourage students to continue exploring different types of literature and to share their recommendations with their peers

- Remind students of the value of reading in expanding knowledge, improving language skills, and fostering creativity

- Homework (optional): Assign a reading task where students select a book or magazine of their choice and write a short reflection on their reading experience, including what they enjoyed about the reading material and any insights gained from it.