Watch Recording
Pre-recorded Session Poster (45 minutes)
Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh Strategies to improve collocation learning of English major second-year students

The study is conducted in respond to the need to promote learners' autonomy as well as the growing interest in collocation leaning and teaching worldwide. The focus of this study is placed upon the strategies that second-year students majoring in English adopted to acquire collocations on regular basis. Different quantitative and qualitative methods including questionnaires, tests and semi-structured interviews are employed to obtain data. The results suggest that guessing from the context is the most widely-used strategy to explore the meaning of new collocations. As students consolidate their knowledge about collocations, they show their preference for strategies in meta-cognitive groups such as testing themselves and setting timetable for revision. Another noteworthy point is that students with high scores in collocation tests tend to use contextual factors to guess the meaning of collocations, those with low scores still rely on bilingual dictionary or flashcards. Certain factors such as affective states and prior learning experience somehow influence te choice of learning strategies among research participants. These findings are expected to help teachers to design proper learning strategy training sessions for students which play a crucial role in fostering learners' autonomy at university level. Meanwhile, teachers can select proper collocation teaching approaches which are relevant to students' preferred learning approaches.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

The study is conducted in respond to the need to promote learners' autonomy as well as the growing interest in collocation leaning and teaching worldwide. The focus of this study is placed upon the strategies that second-year students majoring in English adopted to acquire collocations on regular basis. Different quantitative and qualitative methods including questionnaires, tests and semi-structured interviews are employed to obtain data. The results suggest that guessing from the context is the most widely-used strategy to explore the meaning of new collocations. As students consolidate their knowledge about collocations, they show their preference for strategies in meta-cognitive groups such as testing themselves and setting timetable for revision. Another noteworthy point is that students with high scores in collocation tests tend to use contextual factors to guess the meaning of collocations, those with low scores still rely on bilingual dictionary or flashcards. Certain factors such as affective states and prior learning experience somehow influence te choice of learning strategies among research participants. These findings are expected to help teachers to design proper learning strategy training sessions for students which play a crucial role in fostering learners' autonomy at university level. Meanwhile, teachers can select proper collocation teaching approaches which are relevant to students' preferred learning approaches.

Lecturer of English
,
VNU University of Languages and International Studies
No moderator for this session!
Dr. Rebecca Sagot
Assistant Schools Division Superintendent
,
Departmentnt of Education -Philippines
English Teacher
,
Tay Nguyen Ethnic Boarding School
Mrs. Quynh Nguyen
Lecturer
,
Thai Nguyen University of Sciences
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