The Effect of an Electronic Collocation-Based Instructional Program on Jordanian EFL Tenth Graders’ Word Knowledge

This quasi-experimental study investigated the effectiveness of an electronic collocation-based instructional program on Jordanian EFL tenth-grade students' word knowledge. Two sections of 25 students each, from a government school in Irbid, were randomly assigned as experimental and control groups. A word knowledge pre-test, which included a section measuring word meaning and another assessing word collocation, was administered to determine whether the two groups were homogeneous before implementing the program. Lexical collocations in Action Pack 10 were identified through a content analysis of selected reading passages, and these collocations were taught to the experimental group using Quizlet, a flashcard mobile application. The control group received no collocation instruction. After the treatment, both groups took a word knowledge post-test. The findings indicated that the experimental group outperformed the control group in the overall word knowledge test, as well as in each section of the test: word meaning and word collocation.