Effects of Collocation Activities on Korean Students’ Collocation Knowledge and Confidence in Output Skills

This study investigates whether collocation activities would help language learners with their word partnership recollections and improve their output confidence. Forty-six participants engaged in fifteen-minute collocation activities in a chunking matter twice a week for twelve weeks. They took a pre-test before participating in collocation activities, a post-test after engaging in activities for 12 weeks, and a delayed post-test in 11 weeks after the post-test without further study. They were asked questions after each test to measure confidence levels and identify, though personal reflection, how students would rate their speaking and writing. The results show collocation activities had a positive impact on the retention of targeted collocations and increased confidence in speaking and writing. These findings imply that incorporating this approach to learn collocations can effectively improve elementary students’ speaking skills, facilitating the learning of English communication. The study concludes with practical suggestions for teaching collocations and pedagogical implications.