The Effects of the ILH-Based DDL on the Ability of Thai EFL Learners to Use Academic Collocations
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| Title: | The Effects of the ILH-Based DDL on the Ability of Thai EFL Learners to Use Academic Collocations |
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| Language: | English |
| Authors: | Kietnawin Sridhanyarat, Supong Tangkiengsirisin |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2025 18(1):190-211. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Analytics, Cognitive Ability, Language Tests, Phrase Structure, Decision Making, Language Patterns, Sentence Structure, Multiple Choice Tests, Second Language Instruction, Second Language Learning, Foreign Countries, Linguistic Input, Academic Language, English (Second Language), College Students, Outcomes of Education, Learning Processes |
| Geographic Terms: | Thailand |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | The purpose of this study is two-fold: 1) to investigate the effects of Data-Driven Learning (DDL) framed within the Involvement Load Hypothesis (ILH) on Thai learners' use of academic collocations and 2) to examine how Thai learners utilized the involvement load (IL) components (need, search, and evaluation) to master academic collocations. It is hypothesized that the more learners actively engage with the IL components in a DDL task, the greater their development will be in acquiring new collocations. Participants (n = 31) were provided with repeated exposure to authentic L2 input (COCA) through DDL. They explored and analyzed three collocation patterns: adjective-noun, verb-noun, and adverb-past participle. The learners also verbalized their thoughts while completing the DDL tasks. A multiple-choice test and a collocation judgement test were constructed to assess the students' academic collocation competence. The results demonstrated that the ILH-based DDL generated a significant effect on Thai learners' performance of academic collocations. Thai learners also utilized all of the IL components in acquiring academic collocations through DDL. The search component was used most frequently, followed by the evaluation and need components. These findings provide useful insights into both the predictions of the ILH and L2 pedagogy regarding academic collocation learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470729 |
| Database: | ERIC |
| Abstract: | The purpose of this study is two-fold: 1) to investigate the effects of Data-Driven Learning (DDL) framed within the Involvement Load Hypothesis (ILH) on Thai learners' use of academic collocations and 2) to examine how Thai learners utilized the involvement load (IL) components (need, search, and evaluation) to master academic collocations. It is hypothesized that the more learners actively engage with the IL components in a DDL task, the greater their development will be in acquiring new collocations. Participants (n = 31) were provided with repeated exposure to authentic L2 input (COCA) through DDL. They explored and analyzed three collocation patterns: adjective-noun, verb-noun, and adverb-past participle. The learners also verbalized their thoughts while completing the DDL tasks. A multiple-choice test and a collocation judgement test were constructed to assess the students' academic collocation competence. The results demonstrated that the ILH-based DDL generated a significant effect on Thai learners' performance of academic collocations. Thai learners also utilized all of the IL components in acquiring academic collocations through DDL. The search component was used most frequently, followed by the evaluation and need components. These findings provide useful insights into both the predictions of the ILH and L2 pedagogy regarding academic collocation learning. |
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| ISSN: | 2630-0672 2672-9431 |
