The Effect of Integrating Concept-Based and Task-Based Instructional Activities on EFL Academic Collocation Learning
DOI:
https://doi.org/10.17507/tpls.1603.30Keywords:
academic collocations, concept-based instruction, EFL, integrated instruction, task-based instructionAbstract
This study examined the effects of integrating Task-Based Instruction (TBI) with Concept-Based Instruction (CBI) on Vietnamese EFL students’ acquisition of academic collocations and their learning perceptions. Using a mixed-methods design, 73 English majors from two classes were divided into an Integrated Group (n = 42) that received integrated instruction and a TBI Group (n = 31) that received only task-based instruction. An Academic Collocation Test (ACT) was administered before and after the intervention, followed by semi-structured interviews with seven students. Findings showed that both groups improved significantly, but the Integrated Group achieved greater overall gains and more balanced progress in grammatical and lexical collocations. Interview data revealed that integrated instruction enhanced conceptual understanding, engagement, and application of collocations in writing. This study provides empirical evidence that integrating TBI and CBI is effective in supporting academic vocabulary learning and offering pedagogical implications for designing theory-informed instruction in tertiary EFL contexts.
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