The Comparative Effect of Teaching Collocations through Literary vs. Non-Literary Content on EFL Learners

Main Article Content

Elahe Saedpanah
Adel Dastgoshadeh

Abstract

This study investigates the comparative effect of teaching collocations through practicing them in literary and non-literary contents. The participants were composed of 30 EFL students selected from a cohort of 52 intermediate students in an English language institute in Sanandaj City, Iran. They were selected based on their scores on the Preliminary English Test (PET) and a collocation test, developed and piloted in advance. The selected participants were randomly divided into two experimental groups. Collocations were taught through literary content in one group; the others were instructed via non-literary content. At the end of the period of treatment with both groups, a collocation test was administered to both groups as a posttest. The analysis of collected data, using One-way ANCOVA and Descriptive Statistics, reveals that teaching the new collocations through literary contents proved significantly more effective than teaching them through non-literary contents.

Article Details

How to Cite
Saedpanah, E., & Dastgoshadeh, A. (2019). The Comparative Effect of Teaching Collocations through Literary vs. Non-Literary Content on EFL Learners. HOW Journal, 26(1), 63-80. https://doi.org/10.19183/how.26.1.473
Section
Research Reports
Author Biographies

Elahe Saedpanah, Islamic Azad University, Sanandaj Branch (Iran)

She has received her MA in TELF from Azad University, Sanandaj Branch (Iran). She has been teaching English language in different institutes for more than six years.

Adel Dastgoshadeh, Azad University, Sanandaj Branch (Iran)

He holds a PhD in TELF. He is an assistant professor at Islamic Azad University, Sanandaj Branch (Iran). His research interests include sociolinguistics, psycholinguistics, and teacher education.

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