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Effectiveness of second language collocation instruction: a meta-analysis

  • Xin Li ORCID logo and Lei Lei ORCID logo EMAIL logo
Published/Copyright: August 19, 2022
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 62 Issue 2

Abstract

This study reports a meta-analysis of studies that investigated the effectiveness of instruction on second language collocation learning. A total of 64 research projects in 17 primary studies (the number of participants = 3,859) were included in the meta-analysis. Aggregated results confirmed the effectiveness of collocation instruction for facilitating second language collocation learning (d = 1.415, 95% CI: 1.189, 1.641). The results of moderator analysis indicated that the intervention method was a significant predictor of intervention effectiveness. To be specific, 1) explicit interventions produced larger effect sizes than implicit interventions; 2) interventions with low session frequency did not produce larger effect sizes than those with high session frequency; 3) long interventions did not show larger effect sizes than short interventions; and 4) constrained-constructed responses, selected responses, and multiple outcome measures did not produce larger effect sizes than free-constructed responses. The study also offered explanations for the results, as well as implications for the teaching and research of collocations.

Keywords: collocation instruction; collocation learning; meta-analysis; second language
Corresponding author: Lei Lei, Institute of Corpus Studies and Applications, Shanghai International Studies University, 1550 Wenxiang Road, Songjiang, 201306, Shanghai, China, E-mail:

Funding source: Fundamental Research Funds for the Central Universities, China University of Geosciences (Wuhan)

Award Identifier / Grant number: G1323521078

  1. Research funding: This work is supported by Fundamental Research Funds for the Central Universities, China University of Geosciences (Wuhan) (NO. G1323521078) and the MOE (Ministry of Education in China) Project of Humanities and Social Sciences (NO. 21YJC740085).

Appendix A

Table A1:

Detailed information of the sample studies.

Primary studies Learner characteristics Design characteristics
N a L1b L2c Sd M e Cf Og SFh D(t)i
Szudarski and Carter (2014) Study 1 28 P En H Imp FL CR 1 3
Study 2 28 P En H Imp FL CR 1 3
Study 3 28 P En H Imp FL CR 1 3
Study 4 28 P En H Imp FL CR 1 3
Study 5 28 P En H Imp FL CR 1 3
Study 6 28 P En H Imp FL CR 1 3
Study 7 28 P En H Imp FL SR 1 3
Study 8 28 P En H Imp FL SR 1 3
Szudarski (2012) Study 1 30 P En H Exp FL CR 1 3
Study 2 30 P En H Exp FL CR 1 3
Study 3 30 P En H Imp FL CR 1 3
Study 4 30 P En H Exp FL SR 1 3
Study 5 30 P En H Imp FL SR 1 3
Webb and Kagimoto (2009) Study 1 84 J En U Imp FL SR 1 0.143
Study 2 84 J En U Exp FL SR 1 0.143
Webb and Chang (2020) Study 1 58 C En U Imp FL MO 2 3
Study 2 61 C En U Imp FL MO 2 3
Study 3 59 C En U Imp FL MO 2 3
Study 4 58 C En U Imp FL CR 2 3
Study 5 61 C En U Imp FL CR 2 3
Study 6 61 C En U Imp FL CR 2 3
Toomer (2019) Study 1 62 M En U Imp SL CR 3 0.286
Study 2 62 M En U Imp SL SR 3 0.286
Study 3 62 M En U Imp SL CR 3 0.286
Study 4 62 M En U Imp SL SR 3 0.286
Study 5 62 M En U Imp SL CR 3 0.286
Study 6 62 M En U Imp SL SR 3 0.286
Study 7 52 C En U Imp FL CR 2 0.286
Study 8 51 C En U Imp FL CR 2 0.286
Study 9 52 C En U Imp FL CR 2 0.286
Study 10 51 C En U Imp FL CR 2 0.286
Tsai (2018) Study 1 50 C En U Exp FL CR 1 0.143
Study 2 44 C En U Exp FL SR 1 0.143
Study 3 50 C En U Exp FL SR 1 0.143
Study 4 44 C En U Exp FL CR 1 0.143
Study 5 50 C En U Exp FL CR 1 0.143
Abdellah (2015) 96 Eg En U Exp FL SR 1 6
Asaei and Rezvani (2015) Study 1 30 Ir En L Exp FL FR 3 4
Study 2 30 Ir En L Imp FL FR 3 4
El-Dakhs et al. (2019) Study 1 95 M En U Imp FL SR 1 4
Study 2 86 M En U Imp FL SR 1 4
Study 3 95 M En U Imp FL CR 1 4
Study 4 86 M En U Imp FL CR 1 4
Study 5 95 M En U Imp FL SR 1 4
Study 6 86 M En U Imp FL SR 1 4
Study 7 95 M En U Imp FL CR 1 4
Study 8 86 M En U Imp FL CR 1 4
Alharbi (2017) Study 1 65 A En U Exp FL CR 1 6
Study 2 64 A En U Exp FL CR 1 6
Study 3 64 A En U Exp FL CR 1 6
Study 4 65 A En U Exp FL CR 1 6
Study 5 64 A En U Exp FL CR 1 6
Study 6 64 A En U Exp FL CR 1 6
Mohamadian and Shabestari (2017) 40 Ir En L Imp FL SR N/A N/A
Mahvelati and Mukundan (2012a) Study 1 64 Ir En L Exp FL SR N/A N/A
Study 2 64 Ir En U Imp FL SR N/A N/A
El-Dakhs et al. (2018) Study 1 71 A En U Exp FL SR 1 4
Study 2 78 A En U Imp FL SR 1 4
Study 3 71 A En U Exp FL CR 1 4
Study 4 78 A En U Imp FL CR 1 4
Dang et al. (2021) 55 C En U Imp FL MO 1 0.143
Ashouri et al. (2014) 60 Ir En L Exp FL FR 2.63 5.714
Ebedy (2021) Study 1 40 Eg En U Imp FL SR 1 10
Study 2 40 Eg En U Imp FL CR 1 10
Study 3 40 Eg En U Exp FL SR 1 10
Study 4 40 Eg En U Exp FL CR 1 10
Mahvelati and Mukundan (2012b) 64 Ir En L Imp FL MO N/A N/A
Shahryari and Balakumar (2015) 67 In En U Exp SL MO 2 12

  1. a N, sample size; bA, Arabic; C, Chinese; Eg, Egyptian; Ir, Iranian; In, Indian; J, Japanese; M, Mixed; P, Polish; cEn, English; dS, institutional status; U, universities; H, high schools; L, language institutes; eM, intervention methods; Exp, explicit interventions; Imp, implicit interventions; fC, contexts; gO, outcome measures; CR, constrained-constructed responses; FR, free-constructed responses; SR, selected responses; MO, multiple outcome measures; hSF, session frequency; iD (t), total intervention duration (weeks); N/A, not reported.

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Received: 2021-12-11
Accepted: 2022-08-04
Published Online: 2022-08-19
Published in Print: 2024-06-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Consolidating EFL content and vocabulary learning via interactive reading
  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
  5. Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
  6. Classroom assessment and learning motivation: insights from secondary school EFL classrooms
  7. Interculturality and Islam in Indonesia’s high-school EFL classrooms
  8. Collaborative writing in an EFL secondary setting: the role of task complexity
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  10. Effectiveness of second language collocation instruction: a meta-analysis
  11. Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
  12. Syntactic prediction in L2 learners: evidence from English disjunction processing
  13. The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
  14. The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
  15. Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
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  17. What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
  18. Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
  19. Enjoyment in language teaching: a study into EFL teachers’ subjectivities
  20. Students’ attitude and motivation towards concept mapping-based prewriting strategies
  21. Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
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  23. The impact of different glossing conditions on the learning of EFL single words and collocations in reading
  24. Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
  25. The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
  26. A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
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  28. Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
  29. Expansion of verb-argument construction repertoires in L2 English writing
  30. Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
  31. Aural vocabulary, orthographic vocabulary, and listening comprehension
  32. The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
  33. Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
  34. Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
  35. Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
  36. Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
  37. Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
https://doi.org/10.1515/iral-2021-0218
Keywords for this article
collocation instruction; collocation learning; meta-analysis; second language

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Consolidating EFL content and vocabulary learning via interactive reading
  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
  5. Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
  6. Classroom assessment and learning motivation: insights from secondary school EFL classrooms
  7. Interculturality and Islam in Indonesia’s high-school EFL classrooms
  8. Collaborative writing in an EFL secondary setting: the role of task complexity
  9. Spanish heritage speakers’ processing of lexical stress
  10. Effectiveness of second language collocation instruction: a meta-analysis
  11. Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
  12. Syntactic prediction in L2 learners: evidence from English disjunction processing
  13. The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
  14. The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
  15. Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
  16. L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction
  17. What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
  18. Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
  19. Enjoyment in language teaching: a study into EFL teachers’ subjectivities
  20. Students’ attitude and motivation towards concept mapping-based prewriting strategies
  21. Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
  22. The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English
  23. The impact of different glossing conditions on the learning of EFL single words and collocations in reading
  24. Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
  25. The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
  26. A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
  27. Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
  28. Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
  29. Expansion of verb-argument construction repertoires in L2 English writing
  30. Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
  31. Aural vocabulary, orthographic vocabulary, and listening comprehension
  32. The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
  33. Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
  34. Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
  35. Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
  36. Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
  37. Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
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