INTEGRATING EXPLICIT LEXICAL COLLOCATION INSTRUCTION INTO WRITING CLASS: A CASE STUDY OF NON - ENGLISH MAJOR STUDENTS AT A UNIVERSITY Cao Yen Ngoc (a*)- Dr. Chau Thi Hoang Hoa (b)
Victory Informatic and Foreign Language Center, Tra Vinh University, Viet Nam
The International Collaboration and Project Promotion Department, Tra Vinh University, Viet Nam
Abstract
The present study attempted to investigate the explicit lexical collocation instruction on non - English major students^ writing performance. Moreover, it also examined the students^ attitudes toward the explicit lexical collocation instruction regarding their writing performance. This study was conducted with the participants of 47 non - English major students who were assigned to two groups: experimental group with the intervention of the explicit lexical collocation and control group without the instruction regarding collocations. Test (pretest and posttest) and semi structure interview were employed to collect the quantitative and qualitative data. The findings of this study reveal that the explicit lexical collocation instruction had a positive effect on the improvement of students^ writing performance. In addition, the result demonstrated the positive attitude of non - English major students on the explicit lexical collocation instruction regarding their writing performance.
