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The Effect of Providing Collocational Awareness through Corpus on Iranian EFL Learners' Motivation to Write | ||
| Technology Assisted Language Education | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 03 مهر 1404 | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2025.11732.1091 | ||
| نویسندگان | ||
| Seyyed Dariush Ahmadi* 1؛ Ali Gholami Mehrdad2؛ Akram Korani3 | ||
| 1Department of ELT, College of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran. | ||
| 2English Department, Hamadan Branch, Islamic Azad University, Hamadan, Iran. | ||
| 3Kermanshah branch, Islamic Azad university, Kermanshah, Iran. | ||
| چکیده | ||
| Along with the rapid growth in the development of new technologies, it seems necessary for teachers to update their teaching methods to cope with the modern technological changes affecting classrooms. The present study aimed to investigate the effect of collocational awareness on the motivation of Iranian EFL learners to write, as informed by a corpus. To this end, 45 female learners, selected randomly, were divided into one control and two experimental groups. The control group was taught writing through the traditional method, while the first experimental group received treatment that focused on collocational awareness, and the second experimental group received treatment that incorporated corpus collocation awareness. A quasi-experimental method with a pretest-posttest design was used. All participants in the three groups completed the Writing Motivation Questionnaire, developed by Payne (2012), before and after instruction. Using an independent-samples t-test and ANOVA, statistical analysis was conducted. The results indicated that collocational awareness was effective in motivating students to write. Moreover, it was found that the group receiving collocational awareness through the corpus (COCA) had a higher mean than the group receiving only collocation awareness, meaning that using COCA could enhance the motivation of EFL learners to write more effectively. The results might be useful for teachers, material developers, and syllabus designers. | ||
| کلیدواژهها | ||
| Collocational Awareness؛ Corpora؛ Corpus of Contemporary American English؛ Writing Motivation؛ Iranian EFL Learners | ||
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