Integrating Corpus Analysis and ChatGPT in Teaching English Collocations: A Hybrid Approach
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| Title: | Integrating Corpus Analysis and ChatGPT in Teaching English Collocations: A Hybrid Approach |
|---|---|
| Language: | English |
| Authors: | Quy Huynh Phu Pham (ORCID |
| Source: | TESOL Quarterly. 2026 60(1):463-476. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Second Language Instruction, Second Language Learning, English (Second Language), Form Classes (Languages), Linguistic Input, Input Output Analysis, Discourse Analysis |
| DOI: | 10.1002/tesq.70046 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | Corpus-based activities have been proven highly effective for teaching English collocations by exposing second-language (L2) learners to extensive authentic linguistic input, fostering autonomy, and promoting awareness of collocational patterns. However, corpus analysis can be time-consuming, present contextual challenges, and require technical expertise to maximize its use, all of which may prevent L2 learners from fully benefiting from corpus-based activities. ChatGPT, an artificial intelligence chatbot, offers significant potential for L2 learning by generating diverse linguistic output, providing immediate feedback, and revising responses based on user input. Despite its potential, concerns about inaccuracies in ChatGPT-generated content and the risk of fostering passive learning behaviors remain. The present article aims to propose a practical approach that combines the strengths of corpus analysis and ChatGPT in teaching English collocations. More specifically, it outlines a 2-hour training workshop with various practical activities designed to help L2 students effectively combine these tools to improve collocation learning. Drawing on students' insights from class discussions and their revised essays, the article critically reflects on the strengths and limitations of this approach and offers pedagogical suggestions to inform the application of corpus analysis and ChatGPT in teaching collocations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496745 |
| Database: | ERIC |
| Abstract: | Corpus-based activities have been proven highly effective for teaching English collocations by exposing second-language (L2) learners to extensive authentic linguistic input, fostering autonomy, and promoting awareness of collocational patterns. However, corpus analysis can be time-consuming, present contextual challenges, and require technical expertise to maximize its use, all of which may prevent L2 learners from fully benefiting from corpus-based activities. ChatGPT, an artificial intelligence chatbot, offers significant potential for L2 learning by generating diverse linguistic output, providing immediate feedback, and revising responses based on user input. Despite its potential, concerns about inaccuracies in ChatGPT-generated content and the risk of fostering passive learning behaviors remain. The present article aims to propose a practical approach that combines the strengths of corpus analysis and ChatGPT in teaching English collocations. More specifically, it outlines a 2-hour training workshop with various practical activities designed to help L2 students effectively combine these tools to improve collocation learning. Drawing on students' insights from class discussions and their revised essays, the article critically reflects on the strengths and limitations of this approach and offers pedagogical suggestions to inform the application of corpus analysis and ChatGPT in teaching collocations. |
|---|---|
| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.70046 |
